Working with English Language Learners - Ministry of Education

Working with EnglishLanguage LearnersA Handbook forTeacher Aides andBilingual Tutorsinfo.esol@minedu.govt.nzwww.minedu.govt.nz/goto/esol/

Valuing paraprofessionals“Paraprofessionals often possess unique skills that help them know the students in a waythat helps students learn. These unique skills are often the result of paraprofessionals’spending more time with the students, knowing them from the community, andsometimes sharing the same culture and language.Positive school environments were characterised by paraprofessionals working as ateam with teachers, being viewed as educators, being treated respectfully by all schoolpersonnel and parents, and feeling rewarded by their work with children. Those whothought their relationships with other school personnel were positive, saw it in the wholeculture of the school.”Chopra R., Sandoval-Luvero E., Aragon L., Bernal C., Bergdebalderas H.,Carroll, D.The Paraprofessional Role of Connector Remedial and Special Education, Volume25, Number 4, July/August 2004Bilingual classroom assistants .. are uniquely placed to make links for children whoshare a cultural heritage similar to their own. They are able to build on the form ofknowledge and the cultural capital that children bring from home in ways in which fewmonolingual class teachers are able to do. Yet …bilingual assistants have relatively fewopportunities to engage in such classroom conversations with the children and evenfewer opportunities to plan for such conversations….”Martin-Jones M. & Saxena M. (2003).Bilingual resources and funds of knowledge and learning in multi-ethnic classroomsin Britain. International Journal of Bilingual Education and Bilingualism, 6 (3&4), 279.When they are trained appropriately and used effectively in the classroom,paraprofessionals can not only expand a school’s literacy learning opportunities forstruggling students, but can also make the “main course” of literacy learning moreappetizing and more nourishing.Causton-Theoharis J., Giangreco M., Doyle, M., Vadasy P. (2007)Paraprofessionals – The “Sous-Chefs” of Literacy Instruction Council for ExceptionalChildrenAcknowledgements:Writers: Daniel Haddock, Helen Nicholls, Karen StaceyThe bilingual tutor training programme was developed for the Ministry of Education by KarenStacey, Auckland University of Technology.The Pasifika bilingual teacher aide programme was developed by Rae Si’ilata, University ofAuckland, Faculty of EducationNational Migrant, Refugee and International Team, Ministry of Education, 2008Copyright © Ministry of Education 2008ISBN 978-0-487-13914-3Web ISBN 978-0-487-13915-0

Working with English Language Learners:a handbook for teacher aides and bilingual tutors1

Table of ContentsPreface 5Introduction 6Module 1 Strengthening the role of the bilingual teacher aide 11Introduction........................................................................................11Module TaskThink, Pair Share.............................................................................11Good practice.....................................................................................11Resources.........................................................................................12Next steps ........................................................................................12Task TemplatesResource 1A Role Checklist.................................................................12Resource 1B Checklist – Identifying and Describing Teacher Aides’Existing Work Context...................................................................15Resource 1C Action Plan....................................................................17Module 2 Contexts and ways of working 18Introduction........................................................................................ 18Working in a range of contexts.................................................................. 18Group types....................................................................................... 18Planning with teachers........................................................................... 18Working with students ........................................................................... 18Contributing to Individual Programme Plans (IPP)............................................ 19Being organised................................................................................... 20Module TasksBefore, During and After Chart.............................................................. 20Venn Diagram................................................................................. 20Good practice..................................................................................... 21Resources......................................................................................... 21Next steps......................................................................................... 21Task TemplatesResource 2A Before, During and After Chart: Ways of Working........................ 22Resource 2B Venn Diagrams................................................................ 23Module 3 Understanding additional language acquisition 25Introduction........................................................................................25The process of learning an additional language...............................................25Different kinds of language learners and factors affecting language learning.............26Module TasksNote Grids.....................................................................................26Diamond Grid.................................................................................26Good practice.....................................................................................27Resources.........................................................................................27Next steps.........................................................................................27Task TemplatesResource 3A Note Grid......................................................................28Resource 3B Diamond Grid: Knowing a Learner.........................................29Module 4 Effective teaching and learning, Self-Access learningand Vocabulary development 31Introduction........................................................................................31Effective teaching and learning.................................................................31Self-access learning..............................................................................31Vocabulary development.........................................................................32Module TasksRanking Task..................................................................................32Vocabulary Development....................................................................32Vocabulary Learning Strategies.............................................................32Good practice.....................................................................................32Resources.........................................................................................33Next steps ........................................................................................33Task TemplatesResource 4A Effective Teaching and Learning: Ranking / Sorting Task................34Resource 4B Vocabulary Development....................................................36Resource 4C Use of Vocabulary Learning Strategies....................................382

Module 5 Supporting oral language development 39Introduction........................................................................................39Using a Picture sequence........................................................................40Strip texts..........................................................................................41Speaking frames and Say-it grids..............................................................41Listening grids....................................................................................41Module TasksUsing a Picture Sequence...................................................................41Using a Strip Text.............................................................................42Using a Speaking Frame....................................................................42Speaking Grid.................................................................................42Listening Grid.................................................................................43Good practice.....................................................................................43Resources.........................................................................................43Next steps.........................................................................................44Task TemplatesResource 5A Using a Picture Sequence – Making Koko ................................46Resource 5B Using a Picture Sequence and Strip Text..................................47Resource 5C Sample Speaking Frames...................................................49Resource 5D Speaking Grid (Say-it) for Flood............................................49Resource 5E Listening Grid: Listening for Vocabulary Items............................50Module 6 Supporting questioning 51Introduction .......................................................................................51Different types of questions.....................................................................51Literal, inferred and applied questions.........................................................51Getting students to ask questions..............................................................52Wait time...........................................................................................52Module TaskAsking and Answering Questions..........................................................52Good practice.....................................................................................53Resources.........................................................................................53Next steps.........................................................................................53Task TemplatesResource 6A Question Stem Grid..........................................................54Resource 6B Question Dice.................................................................55Resource 6C Earthquake....................................................................56Module 7 Supporting reading 57Introduction........................................................................................57Module TaskBuilding knowledge about supporting reading............................................59Good practice.....................................................................................59Resources.........................................................................................59Next steps.........................................................................................60Task TemplatesResource 7A Learning Steps for New Learners of English (NLOE).....................62Resource 7B Reading with New Learners of English – Checklist Chart ..............643

Module 8 Supporting writing 65Introduction........................................................................................65Types of texts.....................................................................................66Genres (text types): Purposes and Forms.....................................................67Supporting student writing......................................................................68Spelling............................................................................................68Graphic organisers ...............................................................................69Writing frames.....................................................................................69Dictation...........................................................................................70Note-taking and summarising...................................................................71Module TasksSorting genres (text types)..................................................................71Before and After 4x3 Grid...................................................................71Combining a 4x3 Grid and a Writing Frame...............................................72Teaching Note-Taking and Summarising..................................................72Good practice.....................................................................................73Resources.........................................................................................73Next steps.........................................................................................73Task TemplatesResource 8A Sorting Genres (Text Types).................................................74Resource 8B 4x3 Before and After Grid-Ideas about Student Writing.................76Resource 8C Combining a 4x3 Grid and a Writing Frame...............................77Resource 8D Editing Checklist..............................................................79Module 9 Supporting learning to learn 80Introduction........................................................................................80Supporting learning to learn.....................................................................80Independent learners.............................................................................80Learning to learn..................................................................................80Understanding what to learn and knowing when you have learnt it........................81Using strategies across modules to train students in learning to learn.....................81Module TasksUsing a Self-monitoring Chart-KWLH......................................................81Disappearing Text............................................................................82Developing a Self-access Learning Plan..................................................82Good practice.....................................................................................83Resources.........................................................................................84Next steps.........................................................................................84Task TemplatesResource 9A Learning Support Options...................................................85Resource 9B KWLH: Learning to Learn....................................................88Resource 9C Disappearing Text............................................................89Module 10 Supporting learning in the curriculum areas 90Introduction........................................................................................ 90Websites with links to curriculum areas........................................................ 90Module TaskUsing Selected Websites.................................................................... 91Good practice..................................................................................... 91Next steps......................................................................................... 91Resources......................................................................................... 91Conclusion......................................................................................... 91Review ChartsSupporting Oral Language Module 5...................................................... 92Supporting Questioning Module 6......................................................... 94Supporting Reading Module 7.............................................................. 96Supporting Writing Module 8............................................................... 98Supporting learning to learn Module 9....................................................100Learning in Curriculum Areas Module 10.................................................1024

PREFACEWorking with English language learners: a handbook for teacher aides andbilingual tutorsParaprofessionals who work as teacher aides and bilingual tutors to support English languagelearners have the potential to increase student achievement through supporting learning inmainstream classes and in ESOL programmes. Research tells us that three of the factors whichwill make this support much more effective are:• clear definitions of teacher aide roles and responsibilities that align diverse responsibilities,time allocations, teacher direction, and formal supervision• ongoing professional development that links with role expectations and broader programneeds• organisational support that coordinates formal and informal structures to enhance theircoherence and effectivenessThis professional development handbook has been designed to support schools in makingeffective use of teacher aides and bilingual tutors. The handbook has been adapted from theprofessional development programmes for bilingual tutors and Pasifika bilingual teacher aides.The ten modules are designed as a professional development programme lasting approximatelytwo terms. This allows about two hours per fortnight per module for the coordinating teacher andteacher aides to read the module notes and complete the tasks either as individual schools orwith a local cluster (see p 9).Bilingual teacher aides can enhance student achievement by encouraging the use of firstlanguages when supporting English language learners in primary, intermediate and secondarymainstream classes, in ESOL classes, in small groups, or for individual support.However, the handbook is also intended for all teacher aides who do not speak the language ofthe students they are working with, including those teacher aides who speak only English. Allteacher aides can use the information in the handbook in different ways, with the support of acoordinating teacher in their school (e.g. SENCO, Syndicate leader, ESOL teacher, Literacy leader,Learning support teacher).The charts at the end of the handbook (pp 92-103) explain how to work with groups of studentswho speak the same first language as the teacher aide (first language or L1 groups), and how towork with groups of students with different languages to the teacher aide (multi-language groups)in both primary and secondary schools.This handbook is not a replacement for externally facilitated teacher aide professionaldevelopment programmes which the Ministry offers from time to time in differentregions of New Zealand. Whenever these opportunities arise, schools should takeadvantage of the chance to participate, as the outcomes always demonstrate thatin-depth professional development increases the effectiveness of support staff.5

IntroductionParaprofessionals working as English language support staff (teacher aides, bilingual tutors) playan important part in helping English language learners at school. They can provide intensivesupport for students in the early stages of English language learning, and can also assist studentsin study support programmes and mainstream classes. Although this handbook has a focus onbilingual teacher aides, it can also be used by teacher aides who speak only English whoare working with English language learners in schools where there are very few migrant and /orrefugee background students, as there may be fewer opportunities for these teacher aides toaccess professional development.The majority of teacher aides working with English language learners do not speak the languageof the students they work with, yet they can still encourage students to use their first languagesin thinking about their learning as the learners work towards mastering English to access thecurriculum. The charts at the end of this handbook suggest ways of working with students whenyou do not speak their language. Teacher aides who do not speak the language of the studentsthey are working with can also create bridges into the new culture for students.Employing bilingual tutors/teacher aides has tremendous benefits for the whole schoolcommunity, as well as the teacher aide. Bilingual teacher aides, who are sometimes calledbilingual tutors, can be role models of success for the students they are working with. They canshare their understandings and experiences of their own culture and language with the schoolcommunity as well as gain understanding about New Zealand education and culture to share withtheir own communities. Bilingual teacher aides are a bridge for students between the hearts andminds of their own culture and the new language and culture they are experiencing.Bilingual support workers: roles, requirements and job descriptionsAssets of bilingual teacher aides:• knowledge of the religious contexts, social structures and interactions and expectations oftheir community• empathy with the difficulties of learning in a new language• a whole different range of things to share about food, music, literature, art, sport• ability to identify with needs and feelings of students adjusting to a new culture andenvironment• bi/multi-lingualism• a range of skills and educational qualifications and life experiences- may have experienceof working in another countryThere are many reasons for employing bilingual support staff.• They understand what it is like to have to develop a dual identity – one part of this identityhas to maintain their place in their own communities and one has to find a place in thecommunity that those born outside New Zealand become part of.• They are able to support learning for those students with whom they share a language.• They can smooth the communication pathways not only between the parent/caregivercommunity and the child and the school, but also within the school.6

A bilingual tutor can help schools to engage with families effectively by:• giving explanations of school systems, curriculum and assessment, learning pathways,extra-curricular activities and behavioural expectations to the parents/caregivers• anticipating or ensuring early detection of school-based problems with or for students, sothat problems can be averted or minimised• picking up early warning signs of emotional problems and working with school guidancepersonnel to support students• suggesting culturally appropriate resolutions and/or negotiating with specialist referralagencies• sharing cultural information about the community with the school, at professionaldevelopment sessions• working one-to-one or in small groups with students to support social, emotional andacademic development• helping maintain effective school-community communication.The Teamup website helps families and schools to support students.http://wwww.teamup.co.nzSuggestion. Schools should take the time to do a skills inventory with bilingual support staff– many are likely to have hidden or undeclared talents.Differences between bilingual tutors and bilingual support workersThe roles of bilingual tutors and bilingual support staff are distinct, even though they may in somecases be the same person. The main role of a bilingual tutor is to help students with their learningin and through English. The role of a bilingual support worker is to help with student – school– family – community liaison. There will be times when there is considerable overlap, but a tutor’stime should be focussed on the classroom.Selecting and appointing bilingual tutors and support workersBilingual support workers must:• have the confidence and trust of the community• be able to respect confidentiality• have the skills to interact with the educational and wider communities• be able to determine when and where to refer students when appropriate, in consultationwith the school and family when necessary.Vacancies should be advertised and interviews conducted. Hours, holidays, and rates of payshould be clearly specified. Conditions and a job description as well as protocols of operatingshould be written down and discussed verbally prior to appointment.Helping the teacher aide/bilingual tutor to be effective in their work means that when they join thestaff they need:• induction, befriending• formal introductions to whole staff and individually to key personnel, senior management,RTLB, different teams in school, BOT, PTA• a negotiated job description and clear lines of responsibility and reporting• clear explanations of school systems (rewards/discipline procedures)7

• opportunities to observe typical classrooms in a variety of subject areas.They also need:• access to copies of whole school timetable• a workplace – including a room to work with students at arranged times• copies of school calendar (special events, PD days etc)• access to copies of relevant school policies• keys and access to a phone.Benefits of training and working with a coordinating teacherThe provision of this handbook is part of the ministry’s wider strategy for improving the practiceof English language support staff in schools. Part of this strategy is based on the evidence thatpractice improves greatly when some of the teacher aide paid hours are available forregular consultation between classroom teachers and the teacher aide. For example, onehour per fortnight could be scheduled for the teacher aides/bilingual tutors to meet with theSENCO, or another coordinating teacher, for forward planning, or working through the handbook.Teachers will be able to work with teacher aides and bilingual tutors to ensure that they are able toaccess and use all the ESOL resources referred to throughout the handbook. These include:• English Language Intensive Programme Primary Resource and English Language IntensiveProgramme, years 7-13 (ELIP)• English Language Learning Progressions, years 1-4, 5-8, and 9-13 (ELLP)• Supporting English Language Learners in Primary Schools (SELLIPS)• ESOL Online website www.tki.org.nz/esolonline• Effective Literacy Practice, Years 1-4, 5-8 (ELP) and Effective Literacy Strategies, in years 9-13 (ELS)• Language Enhancing the Achievement of Pasifika www.leap.tki.org.nzIn all the professional development programmes being provided by the Ministry of Education forEnglish language support staff, it has been consistently shown that the benefits for the school areincreased significantly when a coordinating teacher shares the training with the teacher aide/s.This allows the learning about the effective use of teacher aides to be shared within syndicates orfaculties, and improves the quality of communication and planning between the teachers and theteacher aides.Responding to diversityThe ministry has provided schools with five key resources which give examples of how to createand maintain a welcoming and supportive environment for students from diverse cultures.The first three resources are in the ESOL Information for Schools Folder. The other two have beensent to all schools with ESOL-funded students.1. The Refugee Handbook for Schools, (Section 1 Preparing the School to Welcome Refugees)2. Effective Provisions for International Students3. Non English Speaking Background Students: A Handbook for Schools4. New to New Zealand – information on many of the diverse cultural groups who live in NewZealand5. Defining Diversity ( the professional development facilitation notes to accompany New toNew Zealand)8

Contents of the handbookThis handbook provides a series of short modules providing guidelines on how to enable schoolsto maximise the effective use of teacher aides/bilingual tutors supporting English languagelearners from migrant and refugee backgrounds. Bilingual tutor is the term used in this handbookto describe teacher aides who support English language learners through use of both firstlanguage and English. Some bilingual tutors also have another role supporting school – family– community liaison, but this handbook focuses on classroom support.The modules offer frameworks for exploring and clarifying the role of the teacher aides, andexamples of practical approaches and strategies.Each module has(a) an introductory section for reading and discussion(b) at least one task*, based on the content of the module.(c) a summary of what the section means in terms of good practice(d) some references to resources to use for planning and working(e) suggestions for “next steps” to encourage further development of good practice.*The task provides a model relevant to the module, that teacher aides/bilingual tutors can adaptfor use in class with particular groups and teaching situations. It’s important that you do the task,so you understand how it will work for students. Where appropriate, there is also a suggestion forhow to adapt the Module Task to use with younger learners.How to use this handbookThis handbook can be used in a number of different ways, but all professional developmentshould be in association with a coordinating teacher. While some of the tasks can be doneindividually by teacher aides/bilingual tutors, many are designed to be done in pairs, or groups.In addition, valuable learning occurs when there are opportunities for sharing and discussion.Therefore, wherever possible, schools should try and create a local area cluster of teacher aides/bilingual tutors and /or teachers to work through the handbook together, in short sessions.For each module, you should:• read the Introduction• do the Module Task/s (and think how you will do a similar task with your learners)• compare your own practice with Good Practice suggestions and check for resources, butremember that the handbook is not a replacement for in-depth professional developmentand should always be used with the support of a coordinating teacher in the school• read the suggested Resources• follow the Next Steps• review what you have learned with your coordinating teacher, classroom teachers, SENCO,etc and prepare for the next module.Each time a task is introduced, the purpose is explained. It’s very important that teachers andteacher aides/bilingual tutors explain to students both the purpose (why) and the process (how) ofcompleting a task, as this helps them to learn how and when to use the approach independently.In each module there are :• instructions for completing the task individually, when the teacher aide/bilingual tutor isworking through the handbook by themselves, but supported by a coordinating teacher• instructions for workshop use, when there is more than one teacher aide/bilingual tutorusing the materials together, either with a partner, or in a workshop group.9

Teacher aides/bilingual tutors should keep a loose leaf folder for all materials and resources. TheTask Templates for completing the tasks are at the end of each module.Many practices, strategies and approaches can be used in lots of ways for oral language,listening, reading and writing tasks. As you use the handbook, think about how you could useeach strategy in a different way for a different purpose, e.g. Think, Pair, Share could be used fororal language development in talking about a picture, understanding a reading text, or preparingfor writing. You can find more information about the principles of good ESOL practice on theESOL online website, www.tki.org.nz/esolonlineThe teacher aide/bilingual tutor toolkitA basic “toolkit” for use in working with students should include:• this handbook• a good English dictionary, with definitions given in a context• a first language (or bilingual) dictionary in the language of the student• any materials available in first language that the teacher aide can provide• where possible, a list of educational and general websites in the first language, whichstudents can access for practice and to help support their first language.NumeracyThis handbook focuses on supporting written and spoken English for literacy across thecurriculum. However, it is extremely important that students are given a systematic programmefor developing numeracy, and that a maths specialist is involved with their education from thetime that they enter school. This is essential, particularly for some older students with limitededucation or no prior schooling who have missed out on foundation numeracy learning. TheRefugee Handbook for Schools (Section 3) page 9, provides information on how to plan to includenumeracy into the student’s learning programme.Using teacher aides/bilingual tutors to give subject-specific support in the Maths programmecould be useful.Other possibilities for using the handbook• Teacher aides/bilingual tutors can be brought together prior to the start of the school yearfor one or two days to work through the modules.• Schools can combine with other schools who have teacher aides/bilingual tutors to focuson a selected module(s) at regular times over the year.• Teachers can arrange to conduct regular short observation and discussion sessions withtheir teacher aides/bilingual tutors.Supportive ways of working• Set up an email loop with people from different areas/schools.• Set up a telephone chain for important school and community meetings.• If working with students from refugee backgrounds, keep in regular contact with the localMoE Refugee Education Coordinator.• If working with students from migrant backgrounds keep in regular contact with the localMoE Migrant Education Coordinator.10

MODULE 1Strengthening the role of the teacher aide/bilingual tutor in theschool1IntroductionIt is useful for teacher aides/bilingual tutors to clarify their roles in discussion withthe management and the teacher/s they are supporting. The best use of teacheraides/bilingual tutors occurs when the teachers and the support staff have a sharedunderstanding about:• the importance of encouraging students to access The New ZealandCurriculum through using their first language to understand and processinformation and to explore ideas• the organisational factors that make the use of teacher aides/bilingual tutorsmore effective• the practical approaches and strategies that teacher aides/bilingual tutors canuse to facilitate learning.Bilingual tutors are often used in other roles, such as to liaise between the familiesand communities and the school, or to address problems with students at school.However, this handbook provides a model for professional development only forthe learning support role, so that teachers and schools can recognise the value ofteacher aides/bilingual tutors and plan to improve student achievement by creatingeffective ways of working together.Module 1 TaskThink, Pair, SharePurpose: This strategy helps students to be independent by giving them time to find out whatthey think or know about a topic before relying on others. The “wait” or “think” time that ispart of Think, Pair, Share has been demonstrated to be a powerful factor in improving studentresponses to questions (see Module 6 Supporting Questioning). The students first workindividually saying or writing down their ideas. Next they share their ideas with a partner andthen with a larger group or whole class.A bilingual tutor could help students say or write their ideas in first language beforeattempting to use English.Individual taskComplete the checklists shown in Resources 1A and 1B by yourself, and then discuss withthe coordinating teacher.Workshop taskComplete checklists with partner, then use Think, Pair, Share to compare your responses andsituations.Good practiceMaking the best use of a teacher aide/bilingual tutor requires good communicationbetween the senior management, the teaching staff and the learning support staff.It’s important for everybody to be clear from the start about what the teacher aide/bilingual tutor is going to do, and whether this role is in addition to, or separatefrom, a school-community liaison role, especially if there is a differential in pay ratesbetween the two roles.11

ResourcesThe Refugee Handbook for Schools (ESOL Information for Schools Folder)Next steps1. Complete the task templates below.2. After completing 1A and 1B templates, suggest two ways that your role in the school canbe strengthened.3. Use these suggestions to develop an Action Plan for using the professional learning inthese modules. (Refer to Resource 1C which is a template). This plan should be discussedwith and monitored by a coordinating teacher over the rest of the year. Keep the ActionPlan, so that it can be changed or added to at the end of each module.4. Use Resource 1C to compare further the role of a teacher aide/bilingual tutor with role of abilingual liaison person.Module 2 is about ways of working as a teacher aide/bilingual tutor.Preparation: Meet with the class teacher (primary) or one of the subject teachers (secondary) toset up a regular time to discuss upcoming topics. You could record this information in a journaldocumenting and reflecting on your work with those students.Module 1 Role checklist resource 1A1. Educational and professionalbackgrounda. What did you do before you became ateacher aide?If yes, what kind of work?b. Have you been involved in this kind of workin a different situation?c. What made you want to be a teacher aide?d. What skills do you bring to this role?e. Have you been previously involved in anyprofessional development for being ateacher aide? e.g ELA training or the ‘HomeSchool Partnership’?No / yes, when?f. How has previous training helped yourwork in the classroom?12

2. Role in the schoola. What do you see as your role in the school?b. What do you see as your role in theclassroom?c. Do you see your role mainly as developingteachers’ resources or supporting students’learning or both?d. Do you have other responsibilities atschool?What are they?3. Support received from schoola. What support do you receive from yourschool managers or teachers?b. How are you supported in your role?c. Who provides support?d. Do you get any planning time with theperson to whom you are responsible?e. Are you involved in the planning of yourprogramme? In what way?f. Are you given a programme to use?4. Use of first language with studentsa. What is the purpose of having bilingualteacher aides at school?b. Do you use your first language in yourwork?c. How do you use it? (e.g. for discipline / forteaching?)d. How do you feel about using your firstlanguage in the classroom?13

5. Use of students’ first language andattitudes to maintaining students’ L1a. How do you feel about students using theirfirst languages in the classroom?b. Do you support/encourage students inusing their first language in the classroom/school? If so, how?6. Support for students’ listening andspeakinga. What is your role in supporting studentswith listening and speaking?7. Support for students’ reading andwritinga. What is your role in supporting studentswith reading and writing?b. Do you use any first language resourcesto support children in reading and writing?Which ones?8. Most satisfying part of the rolea. What is something that you have donewith students that you are proud of?c. What do you find most satisfying in yourwork?9. Difficult aspects of the rolea. What do you find most difficult in your roleat school?b. Do you have any frustrations or issues?10. Are there any other things that you wouldlike to mention?14

Module 1 Language support context chart resource 1BIdentifying and Describing Teacher Aides’ Existing Work Context(Circle the relevant bullet point and provide responses, as appropriate)1. The teacher aide works in: • a mainstream classroom• a bilingual classroom• In a group withdrawal situation• a combination of situations including:_____________________2. The teacher aide works with: • students in junior primary classes (years 1-2)• students in middle primary classes (years 3-4)• students in senior primary classes (years 5-6)• students in intermediate schools (years 7-8)• secondary school students in– mainstream junior secondary classes/ reception classes(ESOL only),– mainstream senior secondary subject classes (years 11-13)– homework or after-school study support programmes3. The teacher aide works with: • ethnically homogenous groups of students including:_______• ethnically diverse groups of students including:_____________• a range of groups including:______________________________• individual students including: _ ___________________________• ORRS funded students• new migrants• students requiring Foundation literacy support, includingdevelopment of alphabet knowledge4. The teacher aide works: • in collaboration with the class teacher;– supporting students in completing class tasks– by translating instructions for new migrants– by performing organisational tasks such as resourcepreparation– by…• independently of the class teacher;– by supporting students with basic literacy skills including:– by operating independent literacy programmes such as‘Rainbow Reading’, ‘Talk to Learn’, ‘Self Pacing Boxes’and…5. The teacher aide hasopportunity to use firstlanguage with students.6. The teacher aide uses L1 forbehaviour management.– by…• Yes, has opportunity and/or encouragement to use L1• No, has little opportunity and/or encouragement to use L1.• Yes, mainly• No, not often15

7. The teacher aide uses L1 forteaching and learning.• Yes for instruction with classroom content.• No, rarely8. The teacher aide hasopportunity to share culturalexpertise with students and/orstaff.• Yes, when…• No, because…9 Please list any other relevantpoints in relation to theteacher aide’s work context.16

Module 1 Action Plan resource 1C• Make a list of things that need to be done as a result of completing the checklists,Resources 1A and 1B, and discuss these with the coordinating teacher, e.g. Using L1 forteaching and learning as often as possible.• Then fill in the action plan below for 3 of these suggestions with the coordinating teacherand review at the end of the year to record progress. Two suggested examples havebeen done.Action PlanGoal Who will do this? By when? How do we know we have met ourgoal?Example: Using L1 forteaching and learning ona regular basis when Iwork with studentsExample: Using thePicture Dictionary forNew Learners of Englishto make sure studentsknow these words.1.Bilingual tutorwith supportfrom coordinatingteacherTeacher aideEnd ofterm 3End ofterm 3Bilingual tutor starts every session byreviewing the previous session in firstlanguage and ends each session bysummarising key points in L1.Students know all words in dictionaryand use a variety of ways to learnvocabulary.2.3.17

Module 2Contexts and ways of workingIntroductionWhatever the context you work in, or the composition of the groups you work with, the mostimportant thing is to have planning time with the teachers ahead of the topic. While helping withimmediate student needs can be useful, it is not so effective for supporting long term academicprogress. It is valuable to “front load” information, or prepare the students ahead of time for thetopic, so that they are confident with the concepts and vocabulary.Working in a range of contextsTeacher aides/bilingual tutors work in many different contexts. These may include working:• one to one with a student in an ESOL withdrawal classroom• one to one with a student in a mainstream classroom• with small groups in an ESOL withdrawal classroom• with small groups in a mainstream classroom• in after-school homework group settings• in subject-specific support groups/classes (e.g ESOL Maths class)Group typesGroups may be:• talking in one language• talking in a range of different languages• made up of students with different levels of English language skills• made up of students with varying levels of formal education• made up of students from a range of backgrounds, e.g. migrant, refugee, internationalfeepayingPlanning with teachers• It is essential to know what is happening in the topic well ahead of time.• There should be a regular meeting time with key teachers to plan and review.• This forward planning means that you can assist the students by pre-teaching the keyvocabulary or discussing concepts at the students’ own level (front loading).Working with students• Your role is to facilitate student learning not simply provide answers.• Your role is to help students process and complete tasks, not just ask/answer questions.• You need to allow “wait time” for students to think, and not answer for the students.• You may be working with students before they begin a task, while they are doing the task,or after they have completed it.Your coordinating teacher can help you find effective examples of how to provide support before,during and after the completion of a task.Examples are in the Notes for Selections, e.g. Selections 2007, Teachers’ Notes, (Item number31874) which the school should have or English Language Learning Progressions, yrs. 1-4, 5-8 and 9-13, and English Language Intensive Primary Resource and English Language IntensiveProgramme Years 7-13 Resource. (ELIP)18

• In pairs and small groups, the focus is to make the learning interactive. Whenlearning is interactive, students absorb knowledge more easily, e.g. Say-It, pg. 6,ELIP, yrs. 7-13.• Teacher aides/bilingual tutors should be constantly working towards makingstudents become independent learners.2Contributing to Individual Programme Plans (IPPs)An IPP is similar to an Individual Education Plan (IEP), or an Individual LearningProgramme (ILP), for special needs or behavioural issues. However, the focus for an IPPis English Language Learners, particularly those from refugee backgrounds who mayhave had disrupted learning.An Individual Programme Plan is needed:• when barriers to learning (little or no prior schooling in particular) have beenidentified through information-gathering and diagnostic assessment• at key transition points (e.g. in/out of language support class, assessment forteacher-aide support).Why is an Individual Programme Plan needed?• to identify achievable outcomes• to select priorities for learning (skills and knowledge)• to determine teaching and support strategies• to decide on resources, monitor progress regularly (both self-monitoring andteacher monitoring)• to record achievements.(See Section 3: Planning and delivering a teaching programme, Refugee Handbook forSchools, 2006 p.7)• It is important for teacher aides/bilingual tutors to develop these plans withbeginning learners, especially those at Foundation and Stage 1 of the ELLP, asthese students need to have definite goals and close monitoring of their progress.• Plans are individual but can be set as group plans for students at the same level.(See the Refugee Handbook for Schools – Section 3, p. 6, for further informationaround the template below.)Individual Programme PlanStage of Learner on ELLP:Oral Language _______, Reading________, Writing _______At the end of Term _________________________________ aims to••••End of Term Comment:19

Being organisedYour role as a teacher aide/bilingual tutor is more effective when you are well organised.Schools appreciate it when you:• are punctual – you should arrive in time to get to the class just before it starts• tell the school in good time if you can’t get to work that day• understand the school rules and help the students to follow these rules• understand that you are part of the school staff and act appropriately.Module 2 Task 1Before, During and After ChartPurpose: These charts help students to track what they have learned over time, and what they still need tolearn better.Working with young learnersTeacher aides/bilingual tutors can help young learners by recording their ideas on charts before, during andafter a topic of study. Then read them back and discuss them at each point with the learners.Individual taskUse the Before, During and After Chart Resource 2A to record ways of working before you use thehandbook, then later to see what has changed about your ways of working at your school. These can bediscussed with a coordinating teacher.Workshop taskUse the Before, During and After Chart Resource 2A to record ways of working before you use thehandbook, then later to see what has changed about ways of working at your school. These can becompared with a partner, using the Venn Diagram. These can then be discussed with a coordinatingteacher.Module 2 Task 2Venn Diagrams/blank templatesPurpose: Venn Diagrams help to make clear what is different and similar about ideas or situations. Thesediagrams help students to develop higher order thinking skills. Venn diagrams are a good tool for teachingthe language of comparison and contrast. They can be done in first language as well as English.Venn diagrams can be used:• before, during or after a learning activity or topic• organising and sorting information• to help students think about and use text types and patterns, particularly comparisonsVenn diagrams can be used by students to compare (for example):• what they did in the weekend• birthday celebrations in their different countries• special festivals• games children play in their different countries of origin, or in their country of origin and NewZealand• acids and bases• metals and non-metals• helpful strategies they use for learning English.Working with young learnersTeacher aides/bilingual tutors can record ideas for young learners on the Venn diagrams and then readthem back with them, or young learners can draw pictures of their ideas.Individual taskUse a Venn diagram with a learner or group you work with, based on a curriculum topic.20

Workshop taskWork with a partner.Talk about your roles as a teacher aide/bilingual tutor in your schools.Discuss what you do that is the same and what you do that is different.Write the things that you both do in the centre section of the Venn diagram.Write the things that only you do in your section of the Venn diagram.Talk about why you think you have different roles in your different schools.Good practiceBeing an effective teacher aide/bilingual tutor means thinking carefully about what sort of groupyou’re working with, creating some planning time with the teacher/s, using this handbook tomake thoughtful choices about how you support students to both understand and complete theirclasswork (especially through the first language), and become independent learners.Resources• English Language Learning Progressions (ELLP)• Selections, e.g. Coping with Crises, 2005• English Language Intensive Programme (ELIP)• Supporting English Language Learners in Primary Schools (SELLIPS)• The Refugee Handbook for Schools, Section 3 (in the ESOL Information for Schools Folder)Next steps1. Discuss the purposes and effects of different types of groups with a colleague. Describewhat types of groups you are working with.2. Work with a teacher to develop an IPP for one student or for a small group of students at asimilar level. (See Section 3 of the Refugee Handbook for Schools for guidance).3. Choose some of the links from the Ministry of Education’s website Te Kete Ipurangi, whichhas sections on each curriculum area, to understand more about curriculum in differentlearning areas. http://www.tki.org.nz/e/tki/Module 3 is about how people learn an additional language.Preparation: Find the English Language Learning Progressions folder in your school and readthe Introduction booklet. Discuss with the coordinating teacher 3-5 key things you learned andexplain how these will affect your work with students and teachers.21

Module 2 Task 1Before, During and After Chart – Ways of Working Resource 2AFill this in at least twice per year (tick at end of Term 1 and end of Term 3) to see if you havechanged your ways of working. If there are important things which are not happening, youneed to discuss these with the coordinating teacher, to try and make them happen. You maytick in more than one box.Approaches to teachingand learningGetting advance warningof the topic/ aims ofthe lesson and keyvocabularyKnowing the aims andtopic of the lessonHaving a regular meetingtime with the teacher(s)Knowing how the classteacher wants you towork with the studentsKnowing or finding outabout the students;seeing a student profile(e.g from Knowingthe Learner, RefugeeHandbook for Schools)Providing models of tasksand texts (both oral andwritten)Being clear about thepurposes of using L1:– clarification andrepetition.– helpful for newconcepts or material.– finding out newstudents’ level ofunderstandingBeing clear about thepurpose of every task;knowing how eachlearning task is linked tomainstream class workand the curriculumThis does nothappen atpresent.I know aboutthis butit doesn’thappen often.I know about thisand try to ensurethat it happensfrequently.I would like thisto happen more.Term 1 Term 3 Term 1 Term 3 Term 1 Term 3 Term 1 Term 3Term 1 Term 3 Term 1 Term 3 Term 1 Term 3 Term 1 Term 3Term 1 Term 3 Term 1 Term 3 Term 1 Term 3 Term 1 Term 3Term 1 Term 3 Term 1 Term 3 Term 1 Term 3 Term 1 Term 3Term 1 Term 3 Term 1 Term 3 Term 1 Term 3 Term 1 Term 3Term 1 Term 3 Term 1 Term 3 Term 1 Term 3 Term 1 Term 3Term 1 Term 3 Term 1 Term 3 Term 1 Term 3 Term 1 Term 3Term 1 Term 3 Term 1 Term 3 Term 1 Term 3 Term 1 Term 322

Module 2 Task 2 Venn Diagrams resource 2BDifferent Roles Different RolesSame Roles23

Blank template Venn Diagramresource 2B24

Module 3Understanding additional language acquisition3IntroductionThe process of learning an additional languageThis is a summary of some key points about learning in an additional language. Moreinformation can be found in the Introduction booklet of the English Language LearningProgressions (ELLP).• Learning an additional language is a long process. It can be seen as having twomain areas, social and academic. Social language is for communicating withpeople in both everyday and educational contexts. Academic language is forlearning in the curriculum areas. These two types of language are sometimescalled Basic Interpersonal Communication Skills (BICS) and Cognitive AcademicLanguage Proficiency (CALP). BICS usually take less time to acquire than CALP.• It is very important to support and encourage the use of the first language whenstudents are learning an additional language. Learners who maintain their firstlanguage and continue to develop their CALP generally achieve better in theadditional language than students who have not maintained their first language.Accessing prior knowledge, such as concepts already understood in firstlanguage, helps students to learn language and content in the new language.Encouraging thinking and discussion in first language and providing bilingualsupport where possible will also help learners.• In the early stages of additional language acquisition, most learners will go throughthree phases. Firstly there may be a “silent period”, usually only a few weeks atmost, in which they try and soak up the sounds of the new language and assignmeanings to these sounds, but will not produce any of the target languagethemselves. Secondly, they will mainly produce “chunks” of language either heardas one “item” (such as ‘How are you?’ heard and understood as an intact phraseused to greet people), or chunks based on learned sentence patterns, e.g. “Mymother’s name is …, My father’s name is…., My brother’s name is…..” Thirdly,learners will produce original chunks of language, but use simplified structures andvocabulary.• In the later stages of additional language learning, learners will gradually developa bank of vocabulary and understanding of the syntax or grammar of the languageand rely less on using learned patterns and models. As time goes on, learnersneed ongoing teaching of language patterns and vocabulary for each subject area.• It is natural for learners to use “interlanguage” as they acquire an additionallanguage. This means that they will blend words and structures from their firstlanguage into the language they are learning. They are likely to switch betweenone language and another, a process sometimes described as “code-switching”.Learners who have access to bilingual support and who are encouraged toprocess ideas in their first language, especially in the earlier phases of learning anew language, are likely to make faster progress in the new language.• Learners of different ages bring different concepts, knowledge, experience andlearning strategies to their language learning. It is important to help learnersbecome aware of different cognitive (thinking) and metacognitive (thinking about25

thinking) strategies to assist their own learning. Each ELLP booklet has a chart explainingthese types of strategies, in the section Developing Independent Learners. Each learner hasa unique set of cultural and personal knowledge and experiences, so we should use these todevelop their learning.Different kinds of language learners and factors affecting their learningThere are many different kinds of language learners, and many different factors that affect the waythey learn and how well they learn (see ELLP Introduction pp 6-10).Each learner’s starting point and rate of progress will be determined by a number of factors,including the following:• the strength of the English language learner’s oral language and literacy in their first language• the age of the learner• the learner’s previous education and language learning experience• the match between familiar and new approaches to teaching and learning• the similarities and differences between English and their first language• how much English they have used before and how many English speakers they have been incontact with• what type of person they are (e.g. outgoing or shy).Module 3 Task 1Note GridsPurpose: Note Grids are a useful information transfer task (changing information from one source toanother, in a different form). They encourage learners to focus on the key messages of the text.Working with young learnersTeacher aides/bilingual tutors can use words and pictures to help young learners use note grids, and canhelp them record and read back ideas.Individual taskUse the Note Grid Task Template Resource 3A to record how the some of the learners you work with areaffected by some of these factors.Write down the learner’s name and underneath, in the same column, write briefly what kind of learner theyare (see ELLP Introduction pp 8-10). In each Factor column, write down one of the factors that applies tothis learner and how it affects their learning. What can you do in your teaching to try and ensure it has nonegative impact on their learning?Workshop taskComplete the grid and then discuss it with a colleague. How will this information impact on your ways ofworking with this student?These factors could also be analysed by using a Diamond Grid (see below).Module 3 Task 2Diamond GridPurpose: The Diamond Grid is a useful oral language tool as it encourages turn-taking in oral interaction.It also encourages learners to rank informatoin in order and explain the order of their choices. Informationis recorded in each square or “face”. Each person takes a turn to say something about one face of thediamond.Working with young learnersYou could place pictures and single words on the grid in English, first language, or both languages, to supportyoung learners, e.g. topic – what’s most important about cats – catch birds, funny, catch mice, friendly, cuddly,make you sneeze.26

Individual taskUse the Diamond Grid to reflect on how these factors affect the learners you are working with and how youmight change your ways of working with these students.Workshop taskIn pairs, work your way through the grid with each person taking a section and briefly discuss how this factorimpacts on a learner you are working with and what solutions are available.The 13 small diamond shapes shown in Resource 3B contain factors that affect individual language learners,e.g. previous education. There are two diamonds marked as “Own idea” so that teacher aides and bilingualtutors can add in specific points about the students they work with.• Cut out each factor square in Resource 3B.• Rank the factors, placing the most important at the top on the blank diamond grid, Resource 3C.• There is only space for 9 factors on the blank diamond grid.• Working with your coordinating teacher, decide which 4 factors to leave out, e.g. those that are leastimportant for the students your are working with.• Discuss with your coordinating teacher why you placed certain factors at the top of the grid, e.g. Whydid you consider these as most important?Good practiceBeing an effective teacher aide/bilingual tutor means taking the time to find out the educationalbackground of each learner you work with, and taking the time to observe what sort of learnerthey are. Knowing this information will help you discuss this student’s background effectively withclassroom and mainstream subject teachers and develop ways to focus on the student’s learningstrengths and weaknesses.ResourcesThe key document for guidance about additional language acquisition is the English LanguageLearning Progressions.Next steps1. Make sure that you have gathered the information on each of your learners about theireducational background, their level of first language education, their attitudes to learningand other information. One school uses an exercise book for each of their English languagelearners as a portfolio to record observations and information and to keep work over a year.These portfolios include information about the learner in mainstream classes, not just theESOL class/group. These portfolios form part of the teacher appraisal system in the schoolas the teacher is expected to comment on them during the appraisal process, to show howwell they know their students’ learning needs.2. You can use the table, Knowing the Learner, page 4, Section 2 of the Refugee Handbook forSchools to guide your information gathering. Record this information in a portfolio for eachstudent that you see at each school.Module 4 is about effective teaching and learning, self-access learning and vocabularydevelopment.Preparation: Discuss briefly with your coordinating teacher what they understand about theseterms and how they are incorporated into their programmes.27

Module 3 Task Template Note Grid resource 3ALearner’s name Factor 1 Factor 2 Factor 3Learner 1Kind of learnerLearner 2Kind of learnerLearner 3Kind of learner28

Module 3 Diamond Grid: Knowing a Learner resource 3BStrength of orallanguage andliteracy in firstlanguage(s)AgePreviouseducationMatch betweenfamiliar and newapproaches toteaching andlearningSimilaritiesbetween Englishand the L1Learner’slanguage learningexperienceLearner’sexposure toEnglishOpportunitiesto interact withnative speakersof EnglishAffective factors,shyness, previoustrauma, etcCognitivelearning ability(Own idea)Physical disability(Own idea)29

Module 3 Diamond Grid Blank Template resource 3C30

Module 4Effective teaching and learning, self-access learning and vocabularydevelopment4IntroductionEffective teaching and learningLearning is more effective when it is carefully planned and structured. One approachto planning and structuring is scaffolding. This means taking the student through asequence of steps for learning, from carefully supported, to guided, then independentlearning. Teacher aides/bilingual tutors need to work with teachers to ensure thatscaffolded approaches are used to support learners.This means• making the nature and purpose of the task clear (learning intentions) andsharing the learning goals (how the students know when they have got there -success criteria)• breaking the task into manageable chunks• making clear the way a text works at word, sentence, and whole-text levels and/or making the organisation and language features of the task explicit (see ELIPresource and SELLIPS)• giving learners opportunities to work together interactively or co-operatively tocomplete a new task (see suggestions in ELIP)• providing opportunities for practice• letting learners work independently to construct a new text or complete a new task(see ELIP).Learning is generally more effective when a link is made between a familiar topic orcontext and an unfamiliar one.It’s important to know that the work prepared for a student or group is at the appropriatelevel. Teacher aides/bilingual tutors need to know from the teacher what Englishlanguage stage the student is at (see ELLP), so that they can provide appropriatesupport.Self-access learningSelf-access learning is learning using self-access materials that students can work withby themselves and then have it checked. These materials should be used to practisewhat has been taught, not to introduce new ideas and content (see Module 9).Teacher aides/bilingual tutors can work with teachers to develop materials for self-accesslearning, at every level of the ELLP, but especially for Foundation, Stage 1 and Stage 2students, who need lots of practice to learn well.You can also help students to find and use self-access resources from the world wideweb for speaking, listening, reading and writing development, but you should check theitems first to make sure they are useful and usable. You will find more references to this inModule 9 Supporting Learning to Learn.31

Vocabulary developmentThere are many different ways of using both independent and interactive strategies for vocabularyteaching and learning. Students need to learn much more vocabulary than they can be taught ina classroom. That is why it’s important to teach them vocabulary learning strategies to increasetheir word banks independently (by themselves).Research on vocabulary learning shows that learners need to meet a new word several times, andsee it in writing, hear it, say it and write it themselves, before they “learn” it. This means you needto give learners many opportunities to see and use new vocabulary. You can find more ways ofsupporting vocabulary learning in A Teaching Resource for using the Picture Dictionary for NewLearners of English, available in all ESOL-funded schools.Module 4 Task 1 Ranking task Effective teachingPurpose: Ranking tasks help learners to process and organise information in different ways. Learnersneed first to understand each piece of information and then to consider it in relation to other pieces ofinformation. There is usually no one right way to rank information, as the purpose is to help learners to thinkdeeply and give reasons for their thinking, not come to a “right” answer. However, sometimes there is areason for putting information in a particular order.Working with young learnersYoung learners can do ranking tasks, but with only three or four main ideas. These could include pictures.Individual and workshop taskUse Task Template Ranking and Sorting Task- Effective Teaching and Learning Resource 4A to rank theideas about effective learning, in the order from most important to least important.Be ready to justify (explain) why you put them in this order, in discussion with a colleague.Module 4 Task 2Vocabulary DevelopmentVocabulary Learning StrategiesIndividual and workshop task• Read through Resource 4B and tick the strategies you now know and use.• Use Task Template Vocabulary Learning Strategies Resource 4C to plan and review how you canhelp students to develop vocabulary and plan to use more approaches. At the end of the year, readResource 4B again, and tick the new strategies you have used with students.• Choose a task from the Teaching Resource for Using the Picture Dictionary and practise it yourself,then make a new task using the same strategy for a student or group you are working with.Good practiceTeacher aides/bilingual tutors can encourage students to access vocabulary and concepts infirst language, to help them use their prior knowledge and first language strengths to learn newconcepts and ideas in English.Work with teachers to make sure that all work is at the level that will help the student learn i.e. nottoo easy and not too hard.Make sure that there are self-access materials developed in consultation with the teachers,especially for early stage learners in mainstream classes, because they need support there.Make sure you help students use a balance of independent strategies (e.g. vocabulary ladder) andinteractive strategies (e.g. matching cards and definitions with a partner) for vocabulary learning.32

Resources• The ELLP Introduction booklet (pp 39-45) has a very useful section on vocabularyteaching and learning.• ESOL online, the website for ESOL teaching and learning in New Zealand, has many linksto vocabulary development.• The Refugee Handbook for Schools, Section 3, has an example of a vocabulary learningladder, for students to use when practising vocabulary at home.• All ESOL-funded schools have copies of the Teaching Resource for Using the PictureDictionary for New Learners of English. This has a very large number of examples ofvocabulary learning strategies, which can all be adapted for use with any age group orlanguage level. This resource is also available from the site http://www.tki.org.nz/r/esol/esolonline/classroom/vocabulary/MOE_picture_dictionary.pdfNext steps1. Check that there are materials available for the mainstream classes for the students you’reworking with to use when they are well below the level of their class.2. Complete a Self-access Materials Development Plan (see Module 4 Appendix) with theteachers. You could share these materials with other teacher aides/bilingual tutors.Module 5 is about supporting oral language development.Preparation: Read the section on oral language in the ELLP Introduction, pp 21-26.Make some notes on how you could adapt your input so that your learner can understand you.Discuss these with your coordinating teacher.33

Module 4 Effective Teaching and Learning: Ranking /sorting task Resource 4ACut these into strips, so that they are easier to move. This is better than writing numbersbeside them. Use blank slips to add any others that you think are important.Learning is usually more effective when:There are opportunities for frequent varied repetition.There is a wait time after a question has been asked.Everyone contributes to the group.There are opportunities to use L1 to talk about thelearning.The learner feels they are in a safe environment (physicaland emotional).There are opportunities to ask questions.New vocabulary is explicitly taught.The new learning is broken down into more easilyunderstood parts.Models or examples are given, especially for writing.34

There are opportunities to talk about the new learning.The learner experiences success.Learners can understand and follow routines.Learners understand the purpose of the task.Learners are taught learning strategies.Links are made between familiar content and newcontent.Teaching is at a suitable level for the learner. There hasbeen good diagnostic assessment.Learning tasks are planned to integrate listening,speaking, reading and writing.There are opportunities for practice.Appropriate texts are used- e.g. age, curriculum.The is experience-based learning - use of visuals, trips,real objects.35

Module 4 Vocabulary Development Resource 4BRemember to help students to find the word or related idea in their first language to helpthem understand the word in English.Learning Strategies should:• have a clear purpose• be at the right level for the age and stage of the learner,• involve some thinking and ensure repetition.You need to work with teachers to ensure that students learn general words, as well as topicspecificwords. Use the ELLP Introduction pp 41-46 to help you understand this, and use the wordfrequency principle when appropriate.• Use the Look, Say, Spell, Cover, Write, Check learning approach (checking that the word iswritten down correctly). Train students to follow this process for every new word they learn.• Self and Peer/pair testingPut up lists around the house : learn words while doing household jobs.• Games (can also be used at home with family, at school, on the computer) Bingo, Hangman,Memory with word cards, crosswords, Scrabble-type games.Some approaches to learning vocabularyBilingual Word Cards – e.g. the word and definition in English, on one side and the word in the firstlanguage on the otherYou could also include other information on the back of the cards such as:• definitions (in context)• part of speech: include an article –(a or an)- with nouns – an orange, a bank, a drive and aninfinitive marker to with verbs – to bank, to drive• information/picture clue• collocations (other words which it goes with)• an opposite word (e.g. hot, cold)• another word which sounds the same (e.g. pair and pear) or starts with the same letter/se.g. fire and fill or sound e.g. blank and blackClinesA cline is a sloping line of related words with different shades of meaning (e.g. angry, cross, furious,annoyed, upset, enraged). Students are given the words which they put on the line in order (see ATeaching Resource for Using the Picture Dictionary page 28 and Selections Teachers’ Notes).ClustersWords with similar meanings, different meanings of one word, words from the same base word orfamily, words that go together or are related to the same idea (see ESOL online).www.esolonline/classroom/teach_strats/word_dusting.Vocabulary notebooksOrganise by either alphabetic and/or Topic lists.Use a Vocabulary Ladder (Section 3 p 22 Refugee Handbook) to learn new topic words.Bilingual tutors can help learners to write the word in first language as well as English, then coverthe first language word to remember it in English and Look, Say, Spell, Cover, Write, Check.Grids – ways of placing information onto grids so that it is organised into categories – see ATeaching Resource for Using the Picture Dictionary (p 29 and p 34) Selections Teachers’ Notes andRefugee Handbook for Schools, Section 3 p 18).36

Labelling – Label and/or add words to pictures and diagrams: you could type the words ontocards and students could place these onto the pictures and then add more (in first language orEnglish).Use laminated photographs, diagrams, maps and other visual materials. Students can also write(with whiteboard pens) or sticky tape words onto the photographs.Comprehension Codes (√ X ?) with lists of topic words.√ Words I knowX Words I don’t know? Word I’ve seen/heard before, but I’m not sure I know what it meansWrite the words on a chart and students use the code to show their understanding of the list.These can be used with vocabulary lists provided by the teacher before or during the teaching ofa topic. X and ? can be used by the student when they are reading a new text to underline wordsor groups of words they don’t know.Wordshapes consensusPut students in small groups (3-4). Give each group an A3 sheet of paper to draw a shape with thesame number of sides as the number of students in the group (e.g.3 students will draw a triangle,4 students will draw a square). Students each contribute at least two words linked to the topic ofthe lesson and write their words on their side of the shape. They then discuss these words andagree on the three most important (or most difficult) to write into the middle of the shape.Structured OverviewsA Structured Overview is an overview of a topic organised in categories at different levels frommost general to most specific. Students can understand the relationships between different wordson the same topic. The words can be written onto cards and students sort them into differentlevels.• Start with the topic/sub topic heading at the top of the page.• Work out how many subheadings are going to form the next layer down and organise themacross the page.• Link the heading to each subheading with a line.• Decide how many levels of headings or key terms each sub heading requires and organisethem across the page.• Link each level heading to the set of terms at the next level with a lighter/thinner line.An examplefelinesMammalscanineswild cats domestic cats wild dogs domestic dogslion tiger leopard short-haired long-haired dingo jackal wolf coyote hounds lap dogsAfrican lion Asian lion tabby Burmese Persian Arctic wolf North American wolf Afghan Maltese terrierWorking with young learnersYoung learners can do structured overviews with picture/word cards.Free overview Sort a list of topic words in different ways into categories decided by the students,as individuals or in pairs. The teacher provides the words.37

Module 4 Task Template Use of Vocabulary Learning StrategiesResource 4CUse the information below to complete the following table throughout the year on your own.Use of vocabulary learning strategiesVocab.StrategyChosenCurrent Use – (e.g.use frequently or don’tuse.) Write a commentexplaining your choice.I plan to usethis strategyin…. (topic)Comment on how studentsresponded.38

Module 5Supporting oral language development5IntroductionOral language development, or speaking and listening, usually (but not always) comesbefore written language development. Usually learners can understand more thanthey can say, for quite a long time. You can find more information on oral languagedevelopment in the English Language Learning Progressions, Introduction pp 21-26,including the input and output charts.For bilingual teacher aides, using first language to support oral language developmentin English is very important. It is also important that bilingual teacher aides help familiesunderstand that they should continue to use first language to talk at home abouttheir children’s ideas, books and experiences. The primary Home-School Partnershipprogramme materials has a section on ideas for parents on talking with children toexpand their language. These materials are in many schools and will be available on theHome-School Partnership website from 2009.Oral language is used at school for social purposes and for learning in curriculum areas.One very important idea is that oral language practice should be integrated with thedevelopment of reading and writing, not separated from this.Making planned use of oral language for learning helps students understand what theyare reading and writing, and what they are listening to and how to use spoken languagefor different purposes. Effective approaches to increasing oral language proficiency arebased on:• having rich experiences and talking about them• bridging from the student’s home language and culture to the new culture andlanguage (e.g. making Ethnic Boxes, NESB Students: A Handbook for Schools,MOE, 1999 pp 36-7)• using real objects to stimulate talk and help understanding e.g. using mirrors toshow ‘reflection’; growing plants in science; bringing in instruments for music andexplaining them to the class; bringing in maths and science equipment/objects totalk about. Museums will often lend these types of materials to schools.• providing many different visual materials to help understanding (e.g. charts, maps,diagrams, photographs, pictures, picture dictionaries). Students often enjoybringing in their own photos or creating drawings based on class topics.• helping learners expand their ideas (not just using short simple sentences).Oral language development can be supported through individual pair work, group workand self-access learning (which includes use of computers, DVDs and tapes). It isespecially important that older learners use these approaches. Learners need support todevelop listening skills, as well as speaking skills. Practice in listening can be done withguidance individually, in pairs, or in groups. An example is given in the next section in theModule Tasks.The task section of this module shows four examples of how to support oral languagelearning for students beyond the early primary years: picture sequences, strip storiesand speaking frames and grids.39

The ELIP or English Language Intensive Programme Resource (both Years 7-13 Resource andthe Primary Resource) has more examples of how to help students make planned use of orallanguage, what sort of tasks can help students and what level to work at.Using a picture sequencePicture sequences can be used with students who are in the early stages of learning to read andwrite, as well as with students who are literate. They provide opportunities to expand oral languageuse with children, and to practise using words that organise ideas (connectives).Picture sequences work well for stories, processes, and sequences of events – e.g. scienceexperiments, instructions, or class trips. The way the picture sequence is used depends on thepurpose of the learning, and the age and stage of the learner. They can be used before, during orafter reading a text or observing a process or doing an activity.Using a picture sequence learning task is a good way to include listening, speaking, reading andwriting in the same task and the resource can be used over several days. The stage of the learnerwill determine how much support and scaffolding is appropriate.A picture sequence can be:• drawn by the students from previous reading or topic work• drawn by the students as part of a picture dictation (e.g. Effective Literacy Strategies, Years9-13 pp 48-49)• prepared by the teacher (or bilingual tutor)• pre-cut and sorted/sequenced by the student• pre-cut with each student having only one picture. Students have to describe their pictureand work together to sequence the pictures without looking at each other’s pictures.• used for oral retelling of the process or story, in pairs or groups• used as one picture (large OHT) at a time by the teacher for finding out which wordsstudents know, teaching vocabulary, expanding students’ oral language output orcollaboratively retelling (and recording) the story/process• labelled (with pre-prepared labels) by the student, reinforcing new or previously learnedvocabulary• used for picture/caption matching (especially for Foundation Stage students)• used for the students to write a caption or several sentences underneath the picture• used as a stimulus for writing for more proficient students• added to, to create a different text type. For example the picture sequence of a storm(Activity forty-seven on p 72 of the Student Workbook in Focus on English: English forScience #5 Weather) could be used to retell or write a report on a storm, or the studentscould add a family, by naming the family members and retell the experience of the storm asa personal recount or narrative. The picture sequence of baking an apple in “15 c, To BakeAn Apple”, Reading, Understanding and Responding, Stage 1, ELIP Primary Resource, 2008could be used to retell a sequence, for oral language.• used with an ABC 123 (or Say-It) grid to retell the process or story for a different audience,in different text types or registers• used as a preparation resource for a 3, 2, 1 speaking activity.40

In a 3,2,1 Speaking Activity, students work in pairs. They talk to a partner for 3 minutesabout a topic given by the teacher. The 3 minutes includes time to think about theirresponse. Then they change partners and talk about the same topic for 2 minutes, thenthey change partners again and talk to another person about the same topic for oneminute. Each time they should have fewer pauses and be more fluent and confident.The last time they are assessed for fluency by the partner. The times can be adapted foryounger learners – 1 minute, 30 seconds, 15 seconds.Strip textsStrip texts are a useful scaffold to help students to predict and negotiate the sequence of a textin a small group. Language that students need to use when putting items in order may also beintroduced (e.g. first, next, then). This strategy gives students practice in analysing and predictingstory sequence.Speaking framesSpeaking frames provide a language scaffold that support students as they talk. They are basedon the same idea as writing frames (see Module 8) which provide a language scaffold that helpssupport students as they write. Speaking frames provide sentence starters and models for Englishlanguage learners who may not have sufficient knowledge of standard sentence structure to beable to create sentences independently.Speaking grid (Say-its)A speaking grid gives students the opportunity to show that they understand the content ofwhat they have read by speaking in a “role” or in the voice of someone or something in the text.It also gives them a chance to use the vocabulary of the topic as they speak and listen to eachother. There are more examples of Say-Its in the ELIP Resource. Make sure you use a text whichmatches the age and needs of the learners you work with. You don’t always need to give the pagenumber for them to refer to. You need to model how to do it for the students before they try itthemselves.Listening gridListening grids help students to listen for key vocabulary and main ideas and details, dependinghow they are written. Teachers can judge what students are understanding when they listen bychecking what they have recorded on the grid.Module 5 Task 1Using a Picture SequencePurpose: to develop language of sequences and increase oral language fluencyIndividual and workshop taskFind a picture sequence that you could use with the students you work with and think what languagestructures and vocabulary you could use in first language and English to talk about the sequence and thenorder it or use Making Koko Resource 5A.Some suggestions are: a life cycle of an insect or animal, a procedure, or process (see the ELIP Resource),the water cycle, as well as retelling stories.Choose a picture sequence of a process.• Sort out the correct sequencing of the pictures with the co-ordinating teacher or the workshop group.As you sort out the sequence, pay attention to the language you use during the process, e.g. Then thepicture showing the boy making the fire, should come next.• When you have reached agreement on the correct order, take turns to explain the process, using thesequence to support your explanation.41

Module 5 Task 2Using a Strip Text (for oral language and reading)Purpose: Strip texts are a useful scaffold to help students to predict and negotiate sequence of a text in asmall group. It can be a task which combines oral and written language.Working with young learnersYoung learners can have the text read to them, then work as a group, with one strip and picture each.Individual and workshop taskUsing your own examples or the strip text Making A Rubber Kilikiti Ball Resource 5B, (pictures and text) andput the strip text into the correct order, then match them to the pictures. Describe the process in order inyour own words.A variation is to ask students to arrange themselves into a line, rather than the strips, to reassemble thestory, visuals or account.Module 5 Task 3Using a Speaking FramePurpose: Speaking frames provide sentence starters and models for English language learners who maynot have sufficient knowledge of standard sentence structure to be able to create sentences independently.They are a support, which should gradually be withdrawn.Individual taskLook at Resource 5C of sample speaking frames. If you are a bilingual teacher aide, you could translateit into the language of the students you work with. It’s helpful to model the sort of response you want thestudents to produce. ELIP has more examples of these models (e.g. explaining, describing, reporting).Create a speaking frame for a task your students need to do.Workshop taskComplete the individual task, then discuss with a colleague what speaking frames you have used to supportEnglish language learners. Make sure you’re familiar with the ELIP Oral materials. These are good forcreating speaking frames.Module 5 Task 4Speaking Grid (also called a Say-It)Purpose: A speaking grid enables the teacher to hear what students understand about something theyhave seen or read by speaking in a “role” or in the voice of someone or something in the text. It also givesstudents a chance to use the vocabulary of the topic as they speak and listen to each other.With student group, read through the text for which you are going to make a speaking grid, using a GuidedReading Approach. Plan this with your co-ordinating teacher.• Guided Reading, 2002 (kit including book, item number 10422)• Guided Reading: Years 1-4, 2002 ( book, item number 26667)• Guided Reading in Years 5 to 8, 2005 (kit including book, item number 30898)• Guided Reading: Years 5 to 8, 2005, (book, item number 30897)Individual taskRead the text on which the Speaking Grid (Say-It) is based, Flood (Coping with Crises, Selections 2005,pgs. 14-22). Use Resource 5D and spend some time preparing answers in a different voice using each ofthe boxes.Workshop taskUse Resource 5D and after you have read the text, get one of the group to act as the caller, to tell you whatorder to speak in. Choose another text and make up a new Say-It. This can be a factual text (such as one ofthe texts in ELIP) or a story.42

Module 5 Task 5Listening GridPurpose: To enable students to listen for key vocabulary and main ideas and details. Teachers can judgewhat students are understanding by checking what they have recorded on the grid.Individual and workshop useListen to the text from the CD Rom (Coping with Crises, Selections 2005, pgs. 14-22) and complete the taskusing Resource 5E Listening Grid Flood. The CD can also be used for a self-access task.Make up another Listening Grid for a text you need to use with a student or group you work with. You couldput the words in first language for those who can read and write in their language.Good practiceUsing first language effectively for oral development in English means helping students to activatewhat they already know about the concept or topic in their own language. This helps them to linkthe known to the unknown. Students need opportunities in first language and English to talk inthe classroom about what they are learning. They understand and produce written material muchbetter when they have been engaged in planned and structured oral language interaction.Resources• Making Language and Learning Work 1, Integrating language and learning in secondaryMaths and Science (DVD)• Making Language and Learning Work 2, Integrating language and learning in secondaryEnglish and Social Sciences (DVD)• Making Language and Learning Work 3, Integrating language and learning in years5-8 (DVD forthcoming)• English Language Learning Progressions, The Oral Language sections and matrices in theIntroduction, Years 1-4, 5-8 and 9-13 sections• English Language Intensive Programme, The Oral Interaction sections at each stage.• Expanding oral language in the classroom, Jannie Van Hees, NZCER Press, Wellington,2007• Phonemic Awareness Programme Student Workbook: English Letters, Sounds, Sentences– download from ESOL online43

Next steps1. Ensure that time is allocated in all your sessions for discussions about what and how thestudents are learning with the coordinating teacher/s in their mainstream topics.2. Use the template below to record the strategies used and the impact on your teaching andstudent learning throughout the year.Oral Language DevelopmentList strategychosen anddate used.ClassroomtopicStrategyexplained infirst languageor English?Outcome: How did the students respond? Howwould you change the strategy the next time youused it?Module 6 is about supporting questioning.Preparation:List the sort of questions you ask the students. Are they just questions which can be answered“Yes”, or “No” or with a specific answer (closed questions) or are they questions which can havemore than one answer (open questions)?Ask one of the classroom teachers if you can record on the Teacher Questioning sheet the typesof questions they ask during a 20 minute section of the lesson (This is probably best done from thestart of the lesson). Then discuss the results with the teacher and your coordinating teacher.Think about why it is important to ask both open and closed questions.44

Teacher QuestioningSubject Topic Examples andnumber of closedquestions usedExamples andnumber of openquestions usedComment: How didbilingual studentsrespond?45

Module 5 Task 1 Template Picture Sequence – Making Koko(Illustrations by Joshua Milo)resource 5A46

Module 5 Task 2 Template Picture sequence and Strip Text resource 5BMaking a Rubber Kilikiti Ballillustrations by Joshua Milo1.8 Using visual text as a way of expanding language: Strip Textby Rae Siilata based on‘Le Polo Pulu’ by Jill MacGregorSchool Journal Part 2 no.2 1999Mikaele makes rubber cricket balls to sell at the market in Apia. The rubber tomake the cricket balls comes from the pulu tree. He needs to get up early beforeschool to collect latex from the pulu trees near his village.Latex is a milky, white liquid found under the bark of the pulu tree. It contains tinyparticles of rubber. By the time pulu trees are six years old, they have slash marksand blotchy, white stains from being tapped for latex.Early in the morning is the best time to collect latex. It is cooler and it flowsmore freely. Mikaele makes a slanting cut with his machete, being careful not todamage the wood underneath.The milky latex oozes out, dripping slowly down the trunk. Mikaele scrapes thelatex from the bark, onto a large taro leaf with his finger.When he has collected enough latex for one cricket ball, he takes it back to hisfale. He mixes it with water to stop it becoming too thick and sticky.Next he drags some sheets of corrugated iron into the sun and cleans off any dirtand dust. Then he uses coconut fibre to paint the latex onto the corrugated iron.He leaves the strips of latex to dry.Then Mikaele finds scraps of old rubber to make the inside of the cricket ball. Hesqueezes the pieces together in a small ball. When the strips of latex are dry, hepeels them off the corrugated iron and rolls them around the ball.He stretches the rubber carefully around the ball to make the surface of the ballsmooth and even. When it is finished, it is very solid and bouncy.He adds it to the other balls he has already made. Two dozen – enough to sell atthe market in Apia on Saturday.47

Module 5 Sample Speaking Frames resource 5C(Foundation and Stage 1)OpinionI like the part in the story that talks about…I like it because…OpinionMy opinion about………………………………………….., is that……………………………………………………………………………….......................................................................I think thisbecause…Stage 3ExplanationThere are differing explanations for ……….. (why how, what, when )One explanation is thatThe evidence for this isAn alternative explanation is…..This explanation is based on…..However, it is most likely that ………Module 5 Task 4 Template Speaking Grid (Say-it) for Flood resource 5D(Coping with Crises, Selections 2005 pp 14-22)1 2 3AYou are Ama.Tell your friend at schoolwhat happened in thestorm.You are mum.Thank the neighbourwho helped Ama and hermother.Pg. 16You are Grandmother.Tell Ama she is safe and youhave made her a warm drink.Pg.17BYou are mum talkingto Dad on thephone.Tell him what happened.Pg.18You are Annie.Tell Ama about staying thenight in Wellington.Pg.18You are the man in thedinghy.When you get home, tell yourwife what you saw.Pg.20CYou are Ama.Tell your class whathappened.You are mum.Tell Ama how youfound the cat.Pg.17You are Dad.Tell Ama everything will beokay, the house can be fixedand she can have a newcuddly blanket.Pg. 2149

Module 5 Task 5 Template Listening GridListening for Vocabulary Itemsresource 5eThis can be used for:• reinforcing new and pre-taught vocabulary items• reinforcing specialist vocabulary• focussing on tenses e.g. simple past tense• focussing on adjectivesFlood (Coping with Crises, Selections 2005)WordA tick foreach timeyou hear theword.A definition or translation ofthe wordOne other word linkedto this wordrainwaterflood50

Module 6Supporting questioning6IntroductionAnswering and asking questions is a very important part of learning. However, mostquestions are asked by teachers, not by students. Research tells us that teachersask about 80% of the questions in class. Many classroom questions are mainly aboutrecalling knowledge or getting information from a text without thinking it through. Allstudents need to be taught how to recognise different types of questions and how toask and answer the different types. A special role of a bilingual teacher aide is to helpstudents use first language to answer and ask questions.Good use of questioning as part of learning requires that:• teachers ask different types questions at different levels of thinking• students learn how to ask and answer questions of different types at differentlevels of thinking• students (especially English language learners) are given plenty of wait time tohelp them think about and prepare their answers.Questions are effective when:• they are directed towards helping students to meet a learning goal• they are centred on and draw out student’s knowledge• there is adequate wait time for thinking through ideas and responses• students’ responses are valued (and not just repeated by the teacher/bilingualteacher aide)• appropriate follow-up questions are used to extend thinking.(from Effective Literacy Practice in Years 1 to 4, MoE 2003)Different types of questionsThere are many ways to describe different types of questions.One of these is closed and open questions.Closed questions require only simple Yes or No or factual recall type answers e.g.“What were the colours of the butterflies in the picture?”“How much did the New Zealand immigration rate increase between 1990 and 2000?”Literal, inferred and applied questionsThese types of questions can sometimes be useful for a quick check on understanding,but students do not have to think very much to answer these types of questions.Open questions help students to realise that there may be more than one answer to aquestion and encourage them to think through ideas e.g.“What might be a reason for butterflies being different colours?”“What do you think might be the factors in New Zealand’s increased rate of immigrationbetween 1990 and 2000?”Another way of using questioning as a thinking tool is 3 level questioning. You can usewritten text, a picture or diagram, or a spoken text, or a film for 3 level questioning.Pictures are very good for young and/or early stage learners. The three levels are literal,inferential and applied.51

Literal questions ask for information that is stated clearly in a text e.g. “What did the dog eat whenthey found him at last?”Inferential questions ask students to think what the text might be based on using surroundinginformation in the text which might be not directly stated. Inferred questions are often expressedthrough use of verbs like may, might, could, should (verbs which show modality) e.g. “Why mightthe dog have been hungry?”Applied questions ask students to think deeply about ideas in the text and respond in some wayto them. e.g. “Should this family have been allowed to keep a dog?”3 level questioning is sometimes called “reading on the lines”, “reading between the lines” and“reading beyond the lines”.Getting students to ask questionsTeachers and teacher aides/bilingual tutors need to use many different ways of getting students toask questions. These can include different ways of grouping students, using question structuressuch as the Question Cube, Jeopardy (answer is given and students write the question) or HotSeat for a small group. (see ELIP Primary Resource and ELIP Years 7-13 Resource).Wait timeIt is extremely important to allow a “wait time” after asking a question, to allow the student timeto think. Research shows that when a student is given wait time of at least 10 seconds beforeanswering a question, their English language develops faster and they are more involved in thelearning.Module 6 Task Asking and answering questionsPurpose: to recognise and use different levels and types of questionsWorking with young learnersFor young primary students, use a picture from any reading book that has enough information to askquestions about.Individual taskUse either Question Stem Grid Resource 6A or Questioning Dice Resource 6B for this task.For Resource 6A, choose a series of squares and write down some questions about the text (EarthquakeResource 6C, from Selections 2005) using the question stems.For Resource 6B, throw the dice and use the stem to ask a question about the Earthquake text.Check these questions with a colleague, then try the same task with a group of students• one with literal level question starters: what, when, who, why, where, how (5W’s and an H)• one with modal verbs to support inferential level question development (choose from the following):might, could, would, will, should, can, must.Workshop taskIn a small group, and using Resources 6A and 6B, practise asking questions about Earthquake Resource 6Cusing the Questioning grid or Questioning dice.• Take turns to throw the literal level dice only, and ask questions beginning with the sentence starters:what, when, who, why, where, how e.g “When was the earthquake?”52

• Take turns to throw both dice and ask questions using both question starters: for example: ‘Whoshould…’, ‘Where might…’, ‘What can…’ etc. “Where might the people in the building have goneafter their homes were destroyed?”• Make up applied level questions using the two question dice again, but this time, focus on askingquestions that are ‘beyond the lines’ and which apply the knowledge of the text to a new or differentsituation, e.g. “What could be done to help people whose homes were destroyed in the earthquake?”If reading a text about pollution: “What can people do to show they care about the environment?”, or ifreading a text about wedding customs with secondary school learners: “Why should or shouldn’t differentcultural groups maintain their heritage cultures?”Good practiceYou can encourage students to answer and ask questions in many different learning situationsboth in English and in first language(s) during:• one to one reading support• group reading support• oral group work• interactions in whole class learning• homework and study support programmes.ResourcesFor more ideas on questioning strategies, use the English Language Intensive Programme (ELIP)Primary Resource and ELIP Years 7-13 Resource.Read the sections in Effective Literacy Practice Years 1-4 pages 81-3, Effective Literacy PracticeYears 5-8 pp 83-5,and Effective Literacy Strategies (ELS) Years 9-13 pp 63-5 for more informationon questioning.Next steps1. Refer to this ESOL online link to make sure you understand how to use questioning dice:http://www.tki.org.nz/r/esol/esolonline/classroom/teach_strats/cube_e.phpIf you don’t have dice, you can make your own by using the cube template Resource 6B.2. Refer to this ESOL online link to make sure you understand how to create ‘inferred questions’.http://www.tki.org.nz/r/esol/esolonline/secondary_esol/classroom/ncea/fat_tax/task18_e.php3. Use Task Template Question Grid Resource 6A to help students practise answering and askingdifferent types of questions.4. We can also get students to answer and ask questions by using• Question Dice (ELS p 96)• Hot Seat (ELIP p 6)• Give an Answer – Find the question (Jeopardy game)• Guessing games – 20 questions to find out Who am I? or Animal, Mineral or Vegetable?• Reciprocal Reading processes (with an individual or in a group)http://english.unitecnology.ac.nz/resources/resources/reciprocal.htmlChoose one of these that you have never used before, make sure you know what to do, and thenuse the strategy or game with a group you are working with. For additional information aboutthese strategies and more, go to the ESOL online websitewww.tki.org.nz/esolonline/strategies_e.php53

Module 7 is about supporting reading.Preparation:Make a list of the programmes you are using to help students develop as readers.List three ways you help students with their reading.What sorts of things do you do with students before they start reading a text?Module 6 Task Template: Question Stem Gridresource 6ADuring every unit or topic study, you should encourage the students to ask many questions.Encourage students to use a question grid to help ask both literal and interesting or in-depthquestions. You can get students to use different question stems by calling out a different letter andnumber each time and every student has to think about a question with the stem e.g. 3C Which_____________can……?A B C D E F1 What is…?2 What did...?Where/whenis…?Where/whendid…?Which___ is…? Who is..? Why is…? How is…?Which ___did…? Who did..? Why did...? How did...?3 What can...?Where/whencan…?Which ___can...?Who can….?Whycan...?How can...?4 What would...?Where/whencould…?Which ___could…?Who would…? Whywould…?How would..?5 What will...?Where/whenwill…?Which ____will…?Who will..?Why will…? How will…?6 What might...?Where/whenmight…?Which____might…?Who might?Whymight…?How might…?Explain that you can find answers to questions in different ways. They could be answered by:• asking a person (When did you arrive in New Zealand?)• reading some information (Where was the first battle in World War 1?)• looking/observing (Why might the child be frightened?)• experiencing (What happens when you put your hand on the ice?)54

Module 6 Task Template Question Dice resource 6BPhotocopy the template twice. Make up 2 dice:1. Using 5W’s and an H2. A model dice using 6 of might, could, would, will, should, can, mustThrow both the dice together, to create a question.3. Variation: Use a template to make up another dice.Write a different question stem from thequestion grid (Resource 6A) in each square.Cut on solid lines. Fold on dotted lines.55

Module 6 Earthquake text resource 6C56

Module 7Supporting reading7IntroductionLearning to read in a new language takes a long time, especially for learners who can notyet read or write in their first language. The English Language Intensive Programme (ELIP)explains what to do for learners at different stages of learning to read and then helpingthem with “reading to learn”.The English Language Learning Progressions (ELLP) has a section on what is differentabout learning to read in a new language. In each year group booklet (Years 1-4, Years 5-8 and Years 9-13), the ELLP explains what makes texts easy or hard for a learner of thisage at each stage and has some suggestions about how to help learners with differentlevels of texts.For those working with learners in years 7-13, there is excellent guidance on usingeffective strategies to teach “reading to learn” in the Teachers’ Notes for using theSelections texts.Here is an outline of what to do to ensure that a beginning reading programme isorganised so that it meets the needs of beginning readers at any class year level.A beginner reading programme for Step 1 Foundation Stage learners and Stage 1Develop letter/sound recognition (in context) in short, regular daily sessions.This must be done through a programme based on the systematic teaching ofphonemic awareness. Ideally this type of programme should integrate reading, writing,listening and speaking, as phonemic awareness is more likely to be consolidated andtransferred into all learning areas if the programme is integrated rather than being oralonly. One useful resource The Phonemic Awareness Programme 1C can be found onESOL online.You can find more information about early reading resources in schools through Te KeteIpurangi on the Sounds and Words website http://soundsandwords.tki.org.nz/The class reading session can be supplemented by:• making up bilingual word cards (with the word in English on one side, and in thechild’s home language on the other side)• putting laminated word cards with words and sounds onto a split ring (like a keyring) for students to learn in random order• taking home taped reading materials• using software programmes which strengthen phonemic awareness• using spelling programmes• playing card and board games available from Teachers’ Centres and othercommercial outlets• using a variety of early reading books in print and on CD Rom, and otherelectronic reading resources, including all the Ministry of Education readers on CDRom (see Resources section below)• using bilingual and English dictionaries, including picture dictionaries• using Digital Learning Objects (computer based tasks) in literacy, numeracy, socialstudies and science (see Module 9).57

Your coordinating teacher can arrange a password for the school to connect to theDLOs and can contact School Support Services advisors for advice on how to use these.Research shows that DLOs are very useful in helping learners to understand concepts inmany curriculum areas such as “pulleys and levers” and they are very useful forself-access learning.Step 2Develop vocabulary and reading/writing skills in context through use of a graded readingprogramme. Make sure that you:• integrate reading, writing, speaking and listening in the reading programme• use lots of visual materials• choose materials that match the age, interests and needs of the reader as far as possibleand make sure that there are books on the same topic available at different reading levels• include a spelling programme (There are some good software programmes for spelling.)• explain how to learn vocabulary (e.g. Look, Say, Spell, Cover, Write, Check) and makesure that students are learning about collocation, word webs and other ways to organisevocabulary learning (see A Teaching Resource for Using the Picture Dictionary for NewLearners of English – in schools or on the web)http://www.tki.org.nz/esolonline/classroom/vocabulary/MOE_picture_dictionary.pdf• allow learners to take home practice materials• read both fictional texts and factual texts from a range of curriculum areas• set specific, achievable short term goals as part of the individual programme plan (e.g.learn 20 science words this week, pages 5-6 of Section 3 of the Refugee Handbook ForSchools).SuggestionsKeep a scrapbook which includes pictures of items and photographs culturally familiar to thelearner (e.g. festivals, food, plants, people, animals, street scenes, places, landmarks) to writeand read about. You can write the sentence/s from oral text produced by the learner, or you canmodel a sentence and write it down for the student to read.You can also use software such as KidPix Deluxe, Claris Slide Show and Clicker softwareprogrammes for learners to create their own texts and have them read back to them. (RegionalESOL Advisers can help you access and use these programmes and look on the Ministry ofEducation Software for Learning site. http://www.tki.org.nz/r/ict/software/index_e.php)It is still important that students get plenty of reading reinforcement at home through being able totake home taped materials, in both English and first language where possible.This is a very brief guide to supporting beginning readers. There are lots of other suggestions tosupport reading development in the Ministry of Education publications supporting reading, suchas the DVD Guided Reading, the draft Literacy Learning Progressions and on the Ministry literacywebsite.There is more information on approaches and strategies to use when working to improve learners’“reading to learn” skills in Effective Literacy Practice in Years 1-4, Effective Literacy Practice inYears 5-8, and Effective Literacy Strategies in Years 9-13.58

Module 7 Task Building knowledge about supporting readingPurpose: to ensure teacher aides/bilingual tutors are familiar with how to make the most of a simplereading text when working with English language learners at Foundation and Stage 1.Individual taskRead Resource 7A Reading: Information on Learning Steps for New Learners of English (NLOE) and discussit with your coordinating teacher, as preparation for keeping notes on Resource 7B Reading with NewLearners of English: Checklist Chart.Workshop taskChoose a text all workshop participants could use with their learners. As a group, prepare some of theresources suggested on the Learning Steps sheet for this text, and make sure everyone has a set to use.Choose one of the reading tasks from the Teachers’ Notes for one of the Selections series, and use it as amodel to design a similar task for a text you use with your learners.Good practiceGood practice in reading instruction with English language learners means:• ensuring all beginning readers, no matter what age, have had enough quality instruction atfoundation level so they can decode (understand sound and letter relationships)• making sure that reading programmes actively engage students with texts and use a varietyof ways of helping them to process texts, so that they understand what they read• making sure the programme uses reading materials in every classroom, including subjectclassrooms, that match the age and English level of the student*• making speaking, listening and writing a part of the reading programmeTeacher aides/bilingual tutors working with students who can read in their first language can helpthem maintain their first language. They can encourage students to read more, by using firstlanguage reading materials from libraries and the internet. There are many places on the internetwhich can give students access to reading materials in a range of languages.*Make sure that everyone knows where resources provided by the Ministry of Education are kept,so that they are used! (see Resources section below)ResourcesAdditional guidelines for teaching reading – Ministry of Education• Sounds and Words website http://soundsandwords.tki.org.nz/• ESOL Funding Assessment Guidelines gives an explanation of how to take a Record ofOral Vocabulary and a Record of Written Vocabulary• English Language Learning Progressions, in the reading sections and matrices in theIntroduction, Years 1-4, 5-8 and 9-13 sections shows how to recognise what makes a textmore or less difficult.• English Language Intensive Programme Primary Resource and Years 7-13 Resource,Reading, Understanding and Responding sections at each stage – examples of readingtexts and tasks.• Supporting English Language Learners in Primary Schools (SELLIPS) – forthcoming• Teachers’ Notes for Selections – collections of reading texts and tasks to help studentsunderstand what they read.• Guided Reading – DVD and handbooks.59

Ministry of Education reading materials (see the Resource pamphlet online)http://www.tki.org.nz/r/esol/PDF/ESOL_Pamphlet.pdfThese include:• E books such as Freaky Fridge and other stories (which have a slower reading track forEnglish language learners),• Tupu series of readers – for Pasifika students• Selections – Ready to Read series for beginning (Foundation) readers and School Journalextract series for Stage 1 and 2 learners• School Journal materials, Journal of Young People’s Writing, Connections (Maths, Englishand Technology, Choices series (with Teachers’ Notes) and Applications series (simplifiedtexts on Science topics for older learners, with Teachers’ Notes)Commercial texts (from booksellers)There are also many excellent commercial texts, both factual and fictional. The 2008 Selections– Ready to Read series uses some of the commercial texts, and provides Teachers’ Notes on howto use them with English language learners.Next stepsView the Guided Reading DVD with a coordinating teacher and use these techniques on a text thestudents are reading in class.Re-read Resource 7A Reading Steps for New Learners of English and use as many of thesuggestions as possible to work with a student, or a group, on a new text. Keep notes on how thelearners responded to the process and how it was similar to or different from the ways you usuallyapproach reading.60

Module 8 The next module is about supporting writing.Preparation:Use the template below to make notes on how you help students when they are given a writingtask.Ask one of the mainstream teachers or the coordinating teachers what they do to help studentsorganise information for writing an information report (For models of information reports seeELIP.)Ways to help students write an information report.61

Reading: Learning Steps for New Learners of English (NLOE)Resource 7AHere is an approach to helping early stage learners with reading texts in curriculum areas.Factual texts are very useful for supporting reading development. Simplified texts help learners tounderstand curriculum topics at the same time as learning to read.http://www.enchantedlearning.com/Home.html is a website with many different downloadablebooks at different stages about many different areas of the curriculum. Schools can subscribe tothese.1. Build the field of knowledge.• Find lots of pictures about the topic, to talk about with the learner in L1 (first language).• Talk about the topic and get learners to write down/talk about/ think about/describe whatthey see in the pictures.• Make concept maps about the topic e.g. organise information into KWHL charts (seeModule 9) – get students to generate (make up) questions about the topic.• Take a record of oral or written vocabulary* to find out what the student knows.Remember to explain to students that they can do this by themselves when they start anew topic in any subject area, and that they should include words in their first language.*ESOL Funding Assessment Guidelines2. Break the task into small chunks or steps.• Make sure that students ask themselves, “Do I understand what I have to do in this task?”or “Do I know what the purpose for reading this text is?” Explain how the task links tothings they have done before or are going to do again, or as a next step.3. “Unpack” model texts by explaining text organisation and language features.• When reading a new text with new learners of English, read the whole text through to themfirst. Read it again and point to the words.• Make sure you explain to learners what type of text they are reading (e.g. an informationreport, a narrative story etc – check this with the teacher). This is to help learnersunderstand when they see the same sort of text again what the language features are andhow the text is organised. For more information on types of text, see the English LanguageIntensive Programme – (ELIP), especially Foundation and Stage 1.• If it’s a writing task you are supporting, make sure learners know how to complete thetask, and have seen a model, or are using a writing frame e.g. for an opinion/argument.(See ELIP). There are many different ways of helping students understand how texts areorganised and what their language features are. ELIP explains many of these.4. Put the models together again. There are many ways of helping students to see “the bigpicture” of the whole text that you have broken down into small parts. You could:• ask the learners to tell you/write down the main ideas about what they have read, with thebook open or shut. (You could write down what they say and get them to read it back toyou if they have difficulty writing in English or L1.)• use vocabulary games to help them learn key words and new words• do a second “record of oral or written vocabulary” to show what new words they havelearnt about the topic• add to the concept map• complete a 4x3 summary grid (see Module 8 Resource 8C)62

• get new learners of English to copy main words or put words on cards from one sentenceinto order• put words on cards from the text into charts of verbs/adjectives/nouns/prepositions/adverbs etc• write out simple sentences from the text onto cards so they can put the sentences intoorder• copy off the pictures in the book, paste them onto cards and get the learners to put them inthe order they appear in the text and tell you about the pictures• dictate a sentence for students to write, then they can self-correct from the text.5. Learners create new text (written, oral or visual).• Students can cut out pictures (from magazines or newspapers) associated with the topic,paste them into workbooks and label them in English or L1 and explain to you in L1 howthey are connected to the topic.• Students can follow a model sentence from one book and write a similar sentence aboutanother book. (They can create new texts combining pictures and sentences on thecomputer as well, using programmes such as KidPix or Slideshow).• Students write new sentences about a diagram or picture and read it back aloud.• Draw (and label if possible) a picture about a text, using the information from the text e.g.draw an animal, from a written description: this is one type of information transfer task).More advanced learners can create a new text, using the model.6. Review learning.• Learners go back to the KWLH chart and complete all columns.• Revise and add to a concept map on the topic; (this could be a DAILY process).• Learners revise their vocabulary ladder (see Refugee Handbook, Section 3).• Do a peer vocabulary test.• Learners tell a partner or the tutor what they have learned about and what they havelearned how to do.7. Transferring learning – becoming an independent learner.It’s very important to explain to learners the importance of using what they learned with a tutor inother classes, as they need to become independent learners. Teaching learners about “learningstrategies” is just as important as explaining the text or task to them. You can find out more aboutlearning strategies in the Refugee Handbook, Section 3, in the section Developing IndependentLearners in the ELLP Year booklets and in other publications and workshop materials.63

Module 7 Reading with New Learners of English – Checklist Chart Resource 7BStep Term 1 comment Term 2 Comment Term 3 Comment Term 4 Comment1. Buildingthe field ofknowledgeHow did I dothis?2. Breakingthe task intosmall stepsor chunksHow did I dothis?3. Unpackingmodel textsHow did I dothis?4. Creating thebig pictureHow did I dothis?5. Creatingnew textwith learnersHow did I dothis?6. ReviewinglearningHow did I dothis?7. TransferringlearningHow did Ihelp learnersdo this?64

Module 8Supporting writing8IntroductionLearning to write is a progression of skills. This progression usually starts before childrengo to school as they become aware of print in their surroundings and begin “pre-writing”,for example by making marks representing “words” or tracing their names. The EnglishLanguage Learning Progressions (Introduction pp 33-37) explains how writing skills inan additional language develop for different learners. The pattern can be different forstudents who have not learnt to write in first language. The ELIP Resource gives detailsof how to support students from Foundation to later stages in their writing development.Writing should be developed at the same time as reading and oral language.Some English language learners find writing tasks very hard. They may have some ideasbut:• their writing skills may not be well developed• they may not understand what is needed and may not have seen any models• they know they make lots of grammar errors so they feel embarrassed• they don’t want to try because they haven’t had success before.Therefore, they need lots of opportunities for practice, lots of scaffolding and lots ofencouragement to write.At early stages, learners need to gradually develop the skills to:• hold and use a pencil• understand that sounds can be turned into letters and groups of letters• form shapes and letters• write on the line• write left to right on the page• write individual words• copy, then write, sentences• complete a gap sentence by writing one word in the gap• complete sentences using sentence stem beginnings and / or writing frames.After they have mastered foundation writing skills they will gradually need to acquire theskills to:• write learned simple sentences independently• generate longer sentences• write paragraphs• sequence and organise long texts and write for different purposes• write for making notes (summarising)• meet the writing requirements for curriculum topics and for assessments (e.g.NCEA in secondary school).65

Types of textAll students need to prepare for writing by gathering vocabulary and ideas. In order to write well,students need to have talked about, thought about and processed the topic/subject area.They need to understand the purpose and the audience for their writing. They need to knowwhat type or genre of text to write.The genre or type of text is important. Different genres require different elements or sections, andlanguage features. In this handbook only genres for use in curriculum areas will be shown, butthese can be both oral and written. Many texts used in the classroom contain different genreswithin the same text. You need to read a text carefully to see what genres it contains. The firstModule 8 task is to identify some different types of texts or genres.Read through the table on page 67 to check your understanding of different types of genresused in classroom learning.66

* Check examples in ELIPGenreRecountProcedureDescriptionReportArgumentExplanationDiscussionArgument orpersuasivetextNarrativeGenres (text types): Purposes and FormsPurposesRetells past events(often merges withnarrative)Supplies details of howsomething is done andthe order in which theprocess happensTells what somethingspecific is likeTells what a group ofthings is likeProvides reasons for adecision or judgmentHow something worksor the reasons whysomething is the wayit isProvides both sides ofan argumentPresents a viewpointon an issueTo amuse andentertain: to tell astory, with someproblem or situationwhich is resolved inthe storyOral Forms(examples)‘Morning talk’ or talkabout an experienceDirections to a schooloffice, to a visitor,instructions for a game,or art processNews time: -My newkitten is …’Oral language games:– Describe a mysteryobject in a bag– Describe a pet– Describe a mineralClass talk -The bears atthe zoo were…– TV documentaryI should be allowedto use the computerbecause…– how the libraryborrowing systemworks– why an object sinks orfloatsClass discussionDebatesWhy we must save thewhalesClass discussionNarration of storiesSharingRetelling of a story thathas been read in classWritten Forms(examples)Diary writing:– in the weekend…’– a trip: Last week wevisited…Recipe: How to make pizzaGame instructions:– how to play snakes andladders– how to do a lino cut (seeELIP)Classified ads: e.g. Car forSaleDescriptions of places,people, things (both real andnot real)Factual books: A book aboutdifferent types of animalsPamphlets: All about heartattacksLetter to the editor: Why ourschool needs a crossingCar manualsHow a recycling plant worksWhy people fight warsNewspaper article– The pros and cons ofdrinking coffeeGovernment paper– Unemployed youth– Environmental interestgroup paper– Why we should worryabout the greenhouseeffectMyths and legendsFablesFairy talesFamily storiesCreative writing67

Supporting student writingTeacher aides/bilingual tutors can help students develop writing skills by using first language (orEnglish) to:• scaffold the writing process (see ELLP, p 9)• draw on student’s prior knowledge• make use of graphic organisers (which could be in first language) – see this Module• discuss visual prompts to support writing (such as picture sequences, see Module 5)• show and discuss models of writing – different types of genres and texts - talk about modelin L1 – (see ELIP for what to talk about)• explain how to use writing frames• discuss differences between spoken and written English• write in first language at the planning stage• teach students to use editing skills.Editing means checking what you have written. An Editing Chart on the wall can be useful to tellstudents exactly what to check (see Resource 8D for a model).SpellingA spelling programme should be provided alongside the teaching of vocabulary, reading, andwriting. Learners need systematic support to master standard spelling because spelling is animportant requirement for effective written communication.An effective speller:• can spell a large number of words, including words with irregular spelling patterns andwords that the learner doesn’t know the meaning of• can spell new words, using their knowledge of other words and word families• uses their visual memory, to write words and say them aloud to help them learn spellings• may sound out words with exaggerated pronunciation (syllable by syllable) as a strategy forworking out spelling e.g. go – ing.Learners who have difficulty spelling often don’t have a good grasp of the sounds of the newlanguage. They may lack letter–sound knowledge, have difficulty paying attention to detail, and/orhave poor visual sequencing memory. Learners who have trouble spelling are likely to stick to acore vocabulary, avoid using common but hard-to-spell words, and use more repetition, resultingin less effective writing.English has many words originally borrowed from other languages, and is a particularly difficultlanguage to learn to spell. The spellings of many words must, therefore, be learned by rote. Thereare some spelling rules that are quite regular, however, and these should be taught to learners.At the most basic level, learners should be encouraged to learn words using the Look, Say, Spell,Cover, Write, Check method. This is one way to help learners to grasp the forms of words andimprove their phonemic awareness and visual memory. Learners need to practise learning wordsin different ways to increase their vocabulary and improve their spelling.68

Graphic organisers (use before writing, before reading and after reading)A graphic organiser is a way of organising ideas and helps students think through content andunderstand it. There are many different types of graphic organisers, which can be used fordifferent purposes at different points in the learning process. A mind map is one type of graphicorganiser.Mind maps can be used:• at the beginning of a new topic when the students are thinking about what they knowalready• during a topic to record and organise information as it is introduced or learnt• to help organise information in preparation for a written task or research project• to revise and study before an exam• during an exam to help recall main ideas and check that main points have been covered.Using graphic organisers enables learners to decide the topic, the key ideas, the sub-topics andthe information that best fits into each topic and sub-topic. Bilingual teacher aides need to workwith the teachers to make sure that the right kind of graphic organiser is used for a particularpurpose. ESOL online has a link to many different types of graphic organisers, with explanationsof what each type is best used for.http://www.tki.org.nz/r/esol/esolonline/classroom/teach_strats/graphic_organisers_e.phpGraphic organisers can be used:• to record prior knowledge about a topic or section of text• to think and talk through ideas• to check learning at the end of the topic.Writing frames (discuss before writing and use during writing)Writing frames are structures which help students produce texts which fit a particular purpose anduse the right sort of organisation and language structures for different types of genres. There aremany different types of writing frames. Writing frames can be very simple for early stage learners,or quite complex for later stage learners.Often the only instruction given to students before they write is “write about” or “write a storyabout”, especially for younger learners. However, in order to be able to “write to learn”, it’simportant for learners to understand the differences between types of texts and to have seenmodels before they write.A writing frame will not on its own be enough to support learners in their writing. They will alsoneed a vocabulary bank and some ideas about the topic before they write.David Wray is an educationalist from England who has created a number of writing frames on theweb. They are free to download fromhttp://www.warwick.ac.uk/staff/D.J.Wray/Ideas/frames.htmlThe ELIP can also be used to develop writing frames.Writing frames are helpful as a support for students as they move from being dependent toindependent learners. To be used effectively writing frames need to:• offer enough support to help the learner attempt a new or difficult task, but not so muchthat the writing is reduced to filling in boxes, which will provide no scope for the learner toimprove – the writing frame must require the learner to produce independent continuoustext, at the appropriate level69

• be used as part of the planning and drafting stages, helping learners gather their thoughtsand organise what they want to write• be properly structured to suit the type of text and style of writing being practised - a framefor a description will be different from one for some instructions• be designed and used progressively, providing less scaffolding for harder tasks as learnersgain in experience and skill• be used alongside reading texts that model the type of writing being practised.Used in this way, writing frames can help learners to extend their range of writing genres, learn therequirements of more formal registers, and improve the fluency of their writing so the whole textmake sense – all of which makes them more able to do different writing tasks independently.You can make professional judgments in consultation with the teachers to decide when studentscan write without using a frame.DictationDictation tasks, when planned well, are a good example of how to integrate listening, speaking,reading and writing. Traditional dictation meant just writing down word for word what was readout, and has been used in English and foreign language teaching for a long time.However, there are many different interactive ways of using dictation for learning which are funand useful. One of these is Running Dictation.Running DictationPurpose: to remember words and phrases and dictate them to your partner.Instructions1. Break students into teams of 3-4, or pairs for small classes.2. Put one sentence on a piece of paper for each team, and stick it onto a board at the front ofthe room.3. One leader from each team goes to the board and tries to remember their sentence.4. The leader returns to their team and dictates the sentence while team members write itdown.5. First team to finish correctly gets a point.6. Change words/sentences and switch leaders.Variations• Use pictures for children who can't spell and have them draw the picture instead of writingthe words.• Use multiple sentences for more advanced students.• Place sentences around the room and have each team member do one each.• Teams have to put the sentences into the right order before handing in the paper.NotesMake each team's paper different so students don't simply listen to other teams. Leaders are notallowed to take their paper, write down anything, or yell across the room. They are allowed to returnto the board to look at their paper as many times as they like. Use words from class to reinforcelearned vocabulary and grammar structures.70

Note-taking and summarisingAnother sort of writing is note-taking and summarising, which students need to start in laterprimary years (from about Year 4 onwards) and continue through to the end of secondary school.Note-taking is a special skill, which students need to be taught. Successful note-takers know thedifference between main ideas and details, and which are the most important main ideas for theirpurpose.Module tasksThere are several different tasks in this module, and they should be spread out over some time.Plan to discuss each task with a coordinating teacher or another teacher aide and plan some timeto do each task. Think carefully about how you could change the level of each task for learners atdifferent stages of English language development.Module 8 Task 1Sorting genres (text types)Purpose: to sort different types of text on the same topic to see how different language structures andvocabulary create different genres.Working with young learnersYoung learners can do this task, but with much simpler and clearly different texts, and use some visualsupport (pictures) from the text to help them.Individual and workshop taskCut up the texts in Resource 8A (Eggs /Text types) and sort into different types of texts, then put thesections into order for each genre. To sort them into the right type, you need to look at what the text isabout, then decide what type of text it is. (Refer to genre chart p65)Module 8 Task 2Before and After 4x3 Grid– Ideas about student writingResource 8B is a model of a 4x3 Grid to help you think about what you know at the start of this moduleabout supporting writing. You’ll use it again at the end to check how your ideas have changed.Purpose: A 4x3 Grid is a note-making structure which can be used before a writing or reading task togather ideas, then after reading or writing to review whether the main ideas have been included in the text.Individual taskComplete the grid, based on what you do at the moment.Workshop taskComplete the grid and share it with a partner.71

Module 8 Task 3Combining a 4x3 Grid and a Writing FramePurpose: to practise using a grid for note taking and to guide writing using a writing frame.Working with young learnersYoung learners can be helped to organise their ideas using grids, but these will need to be adapted. Youcould put one idea in each square to begin, as a model.Individual taskRead the model text from ELIP Stage 2 20(c) Writing – Information report New Zealand and read throughthe text structure and language features (20b). Complete the 4x3 Grid before starting to write. Whenworking with students, you could fill in the first line as an example for the other two boxes.Students can use these notes to write an information report about their own country, using the informationreport Writing Frame if necessary.Workshop taskRead the information report from ELIP Stage 2 20(c) writing. Choose a country all the group knowsomething about and fill in the grid with a partner.Module 8 Task 4Teaching note-taking and summarisingPurpose: to understand how to find main ideas and details for making notes.Different types of graphic organisers can help with note taking.See ESOL onlinehttp://www.tki.org.nz/r/esol/esolonline/classroom/teach_strats/graphic_organisers_e.phpIndividual task and workshop taskFor early stage learners (Foundation and Stage 1), you can make cards of main ideas and details(separately) sometimes in easier language than the text uses. Students can sort the cards into main ideasand details, then put them in order and match the main ideas with the details. You can read the text again,and get students to make notes without the cards. Use an ELIP text to create a note-making task.Note-making task• For class, make several copies of the text Sustainable and Renewable Energy ELIP Stage 3, 3(d).• Number the paragraphs, then cut them up.• Each person gets a paragraph to summarise – they could use a highlighter to show main ideas.• Meet with partner of same number to each make a summary of their paragraph.• Compare summaries.• Swap notes with another group/pair to make sense of the notes and write a new paragraph from thenotes.• Put the whole text together again, in the right order and review the new text as a whole group.• Check to make sure that the main ideas from the original are all included.If you are working with only one or two students, you can cut the paragraphs up into smaller chunks, thenget the students to sort them into the right order, then make notes on the main ideas. Take the original textaway, and students rewrite a new text from their notes.72

Good practiceGood practice means making sure that whenever you are helping students to develop as writersyou have checked that they:• understand the task and know what a successful piece of writing will look like (fromexplanations and models and shared assessment criteria)• have had time to prepare for writing (by talking through or reading about the topic)• have the resources (information and vocabulary) to complete the task.Checklist for teachers and bilingual teacher aides for supporting writing1. Do we know what to do to support learners at different levels?2. Do we know what level each of the learners is at (for writing)?3. Have we explained the purpose of this task to the learners, in first language if possible?4. Are we using the right writing frames for different students?5. Are we checking what is required for writing in this particular subject or curriculum area?6. Have the learners had time to prepare for writing, with vocabulary, models and visuals?7. Has the student got everything that is needed to complete the task?8. Have we provided an editing checklist for this task?9. Have we given time for students to edit their work and checked that the whole text makessense, as well as checking grammar and spelling?ResourcesELIP and ELLP have models of writing at different levels in different genres, and explanationsof different ways to support writers. You can also use the ELIP reading texts as more models ofwriting in different curriculum areas.You can find out more about how to help students learn to summarise in Effective Literacy PracticeYears 5-8, pp 149-150 and in Effective Literacy Strategies in Years 9-13 Chapters 5 and 6.ESOL online has examples of checklists for writing in different genres.http://www.tki.og.nz/r/esol/esolonline/classroom/teach_strats/checklists/e.phpNext steps1. Go back to the 4x3 Grid (Resource 8A) on Ideas about student writing. Add any ideas that youhave gained after completing this module, then change any information that you first wrotethat you would no longer do.2. Take time to decide with a coordinating teacher:• what writing programme your learners are going to follow so that it is linked to what theyare learning in their other class time• how they can be helped in the mainstream when they are not in an ESOL programme• what models you are going to use with the learners• what writing strategies you will help them to use.Module 9 is about supporting learning to learn.Preparation: Read the Independent Learning section in the ELLP booklet for the students youwork with (1-4,5-8, 9-13). Read Section 3, pp 18-20 of the Refugee Handbook for Schools whichhas several different examples of “learning to learn” strategies. Check with your students whichstrategies they know and use.73

Module 8 Sorting Genres (text types) Resource 8AThere are three different types of texts mixed up here. Copy off the texts page. The grid has beenstarted for you. To complete the grid, cut along each line on p 75, then sort all the sections of textinto three text types and put them into the grid in the correct column in the right order.How did you know what belonged together, and what are some of the language differencesbetween the different types of texts?Genre (Text type)ExplanationExperiment: to show whathappens when gas expandsand contracts.NarrativeInformation reportThe egg, with its silverysheen, was lying in the pineswhere Arthur often went for anevening walk.Two weeks later an adultworker emerges.74

When the matchwent out, the hot aircooled and contractedcausing less pressure,so that the greaterair pressure outsidepushed the egg intothe bottle.By the end of theweek, the larva is fullygrown.Careful Arthur wasgoing to walk rightpast it, without eventouching it, but thefizzing excitementinside him changed hismind.This means that beforethe egg was placedover the neck therewas hot air in thebottle.The egg was so bighe had to put botharms round it to carryit home.Then they switch thediet to a mixture ofpollen and honey.It was found that theegg was sucked intothe bottle.Arthur and the egg.Something wouldhatch from thiswonderful egg andhe would be the firstto know what thatsomething was.HoneybeesThese hatch intolarvae.The worker then putsa lid on the cell so thatthe larva can pupate.Even when he wasa grown up man ofconsiderable years,he was still beingso careful that hehad never had anadventure.A lighted match wasinserted into a glassbottle and a hardboiledegg with theshell off was placedover the neck of thebottle.Arthur felt a suddenunfamiliar fizz ofexcitement at the sightof it.Then came the daythat he found theenormous egg.This experimentdemonstrated that hotair expands on heatingand contracts oncooling.For the first few daysthe workers feed thelarvae on a specialsubstance from theirmouths, called royaljelly.Arthur Littlejohn hadbeen taught to be avery careful person.The queen bee laysher eggs in the smallcells towards thebottom of the comb.75

Module 8 4X3 Before and After Grid – Ideas about Student Writing Resource 8BWhat are threedifferences betweenwriting at beginningand advancedstages?What are three waysthat I use now tosupport learnerswriting at differentlevels?What are threedifferent types ofthings students mightneed to write indifferent curriculumareas?1. 1. 1. 1.What are three waysI could help studentsto prepare forwriting?2. 2. 2. 2.3. 3. 3. 3.76

Module 8 Preparing for writing – Combining 4x3 Grid and a Writing Frame Resource 8CInformation reportMy country (Stage 2 learners) ELIP Stage 2, 20(c)Students should have:• seen a model of the type of text they need to produce• completed the grid before they begin to write the report.Sometimes it can be helpful for them to complete the grid in first language. (Remember these gridsare also useful for helping students to make notes about something they have read, or talked about.)You could make a more simple frame for Stage 1 learners.Foundation learners (and young learners) could be given the facts on pieces of paper and put theminto the correct column and read them through with a teacher aide or partner.4x3 GridMy country3 facts about thegeography of mycountry3 facts about languageand customs in mycountry3 birds and animalsfound in my countryand one word todescribe each one3 important places orlandmarks in my countryand a fact about eachplace77

Writing frame Information report My countryText structureGeneral statement– names country andgives informationabout a main idea(geography)(Name of country) ______________________________________________is a land which ____________________________________________________________________.The land is ____________________________________________________and __________________________________________________________.The climate is _________________________________________________.DescriptionLanguage andcustomsThe main language (or languages) in my country is (are)_________________________________________________________________________.One important holiday day (or special time or festival) in my country is_____________________________________________________________.In this festival people ___________________________________________.One food that people in my country eat often is __________________________________________________________________________________.Birds and animalsThere are many birds and animals such as ________________________,___________________________and _______________________________.The ___________________________________ lives in _________________and eats________________________________. The __________________is very_____________________________ and eats___________________.____________________________ are found _________________________and are very___________________________________________________.Landmarks (importantplaces)Some famous landmarks are ____________________________________,_______________________________ and ___________________________.______________________________ is ________________________(where)and people like to visit because __________________________________.___________________________ is important because______________________________________________________________________________.Many people also go to _____________________________ because______________________________________________________________.78

Module 8 Editing checklist resource 8DThese points should be changed for each task, so they are specific to the task and suit theage and level of the students. For young learners, use ELLP 1-4 p 63, and discuss otherchecklists with coordinating teachers.At the text level I have checkedthat I have• written the right type of text forthe task and kept to the topicAt the sentence level I havechecked that I have• used a main verb in everysentenceAt the word level I have• chosen the right wordsfor the task (subjectwords, general words)• written the right type of text forthe audience• used a capital letter at thebeginning and a full stop atthe end of each sentence• checked word endings• organised the information in theright order for this type of text• used other punctuation whereI need to (e.g. speech marks,commas)• checked spelling• used paragraphs for longertexts• written the words in the rightorder• checked grammar (e.g.singular and plural)• written enough information tofit the success criteria• used different ways ofmaking sentences• written on the lines ofthe page• linked the ideas in the text withliking words• used linking words to connectparts of a sentence• used tenses correctly forthe task79

Module 9Supporting learning to learnIntroductionSupporting learning to learnThere are many different ways schools can assist students to learn. These include:• working with teacher aides/bilingual tutors and support personnel• working with peer tutors (other students, trained to help their schoolmates)• setting up self-access learning centres, study support/homework centres or holidayprogrammes• training students in self-monitoring and “learning to learn”.For further information on peer tutoring, self-access learning and setting up homework or studysupport centres, see Learning Support Options Resource 9A.Independent learnersStudents who are independent learners are likely to make faster progress and achieve more thanstudents who do not know how to learn by themselves and wait for help all the time instead oftrying by themselves. Students need to know how to manage their learning when there is noteacher or teacher aide available. They also need to look for learning opportunities outside theclassroom.Independent learning:• is essential for keeping up the pace of learning• helps to avoid learned helplessness• helps students take responsibility for their own learning• helps students to become fully involved in their own learning.Learning to learn“Learning to learn” is the term used to describe how we develop the ability to manage ourselvesas learners. Independent learners use strategies they have been taught and apply them to newareas of learning. They monitor, or keep track of how successfully they are learning. This issometimes called “metacognitive strategising”. Metacognition, or “thinking about how we think”is also explained in Effective Literacy Practice Years 1-4 (page 26) and Effective Literacy PracticeYears 5-8 (page 27) for primary and intermediate students. Effective Literacy Strategies Years 9-13, is a professional development programme for secondary schools which also has a section onlearning to learn, pages 20-23.Before you read the ELLP section (see next paragraph), go to the Module Task for thisModule (KWLH) and fill in the first two columns (“What I Know” and “What I Want to know”)about learning to learn (metacognition). Then read the ELLP section.Each year level booklet of the English Language Learning Progressions (ELLP) has a section calledDeveloping Independent Learners, which explains some ways that students can be helped todevelop these learning to learn skills. One way is to show them how to ask themselves questionsat different points when they are learning something, to make sure they are understanding whatthey doing. Examples of some these learning prompts can be found in the ELLP.80

Understanding what to learn and knowing when you have learnt itThe important things that the classroom teacher and/or teacher aides/bilingual tutorsneed to do whenever a task is set, are to:• explain to students what they are learning about or doing ( the learning intentions)• explain to students why they are learning or doing it (purpose)• explain to students how they will know when they have learnt it or completed it(success criteria).9The ELLP has a section on creating checklists for a task, given to students when theystart a task, so that students can independently check if they have done everything theyneed to complete the task.• Check while the students are working that they understand what they need todo, e.g. ask for a “thumbs up” raised hand, to show they have understood aninstruction for example, or that they have finished a task.• Check some time later (e.g. the next day or the next week) to see what studentshave remembered.• Prompt students to look for links between what they learned in one topic to whatthey are learning in another topic (e.g. learning about pollution in social studies,then the water cycle in science).The bilingual teacher aid can explain these clearly in first language.Using strategies across modules to train students in learning to learnMany of the resources (e.g. graphic organisers, mind maps, Before and After grids)which have been used in the other modules for helping students to organise their thinkingand writing are also used for training students in learning to learn.Module 9 Task 1 Using a Self-monitoring Chart – KWLHBefore you start this task, make a list of how you help yourself to learn new things, or waysyou use to remember what you have learnt. Check with a partner to compare your lists.KWLH is a note-making structure used at different points in a topic (or task) to help learners thinkthrough and record what they Know (K), what they Want or need to know (W), what they haveLearnt (L) and How they learnt it (H). Sometimes the H is placed ahead of the L, and stands forHow will I learn this?It’s important that students are shown how to compare what they know at the beginning of a topicwith what they know at the end, so they can see what progress they have made in their learning.Sometimes students could complete these partly in first language, especially when working with abilingual teacher aide.Individual task and workshop taskAs suggested in the Introduction, complete the first two columns with two or three ideas ineach column before you read the ELLP section. Discuss what you have read with a colleagueor a coordinating teacher, then use Think, Pair, Share (Module 1 Task) to make a list of somedifferences between the way students learn in your country (or your experience) and thesuggestions in the ELLP.After you have read the ELLP and had a discussion, fill in the second two columns of the KWLHchart. If you have a colleague, discuss the similarities and differences between your two charts.The KWLH chart can be used in many different subject areas at many different class levels.81

Module 9 Task 2 Disappearing TextPurpose: Using a Disappearing Text (sometimes called Vanishing Cloze) is a way of helping students toremember an important idea by saying and writing it often, as chunks of it are gradually removed. It alsoenables students with less English to hear the text several times before they have to say it and write itthemselves.Disappearing Text should only be used with important information that the students need to remember for along time.A text should not be too long, as it’s too hard to remember, but it can be two or three sentences long forolder learners and can be adapted for younger and lower level learners.Because the students are reading the text aloud, they get practice in speaking and listening, and inreading, and the weaker students get support from hearing the stronger students and rememberingwhat they have heard. Sometimes, teachers can choose confident students to read by themselves.Use Resource 9 C to practise using a Disappearing Text.Module 9 Task 3 Developing a Self-access Learning PlanYou need to make a plan for developing self-access resources over the year with the teachersyou support. These materials can be used by students when you are not working with them,especially in mainstream classes when they are a long way below the class level. This mightmean taking a selected number of the topics that students are studying across the curriculum,and making a listening or speaking task, a reading task and a writing task for the topic. You couldmake several of these tasks at different levels, for different students.Individual task and workshop taskRead the section on Supporting Self-access Learning in the Refugee Handbook (pp13-16). For each groupor individual learner you work with, prepare a self-access resource for each of the four modes; listening,speaking, reading and writing. Discuss these materials with your coordinating teacher before, during andafter using them with students.You could also use the both the Focus on English materials and the Teachers’ Notes for the Selectionsseries (for students in years 7-13) as models for the materials.82

Good practiceUsing self-access materialsContent• develop materials linked to the curriculum• make sure materials are at the learning level of theindividual student (you could colour code sets of tasksto match the ELIP and ELLP levels)• state the aim of the task clearly• make sure the instructions for use are clear• provide a variety of task types - integrate the modes(reading, writing, speaking and listening) with oral,written and visual support• include “learning to learn” prompts and chances for avariety of self-assessments• provide opportunities for feedback from a teacherOrganisation• laminate materials if possible• provide answer keys formaterials where appropriate• get students to keep records ofeach task they have doneComputer-based learning is a very helpful way of giving learners time to practise English attheir own pace.Digital Learning Objects (DLOs)An important source of free software to support English language learners are the DigitalLearning Objects, available free to schools. These are produced for individual students touse on computers for the Learning Federation. Initial research in Australia suggests that usingthese materials can help students who are significantly behind their peers increase theirunderstanding of curriculum concepts and tasks.It is important to get some guidance on selecting appropriate content from the hundredsof items on the DLO resource bank. School Support Services can assist teachers withthis.What content is being developed?TLF have produced digital content in a range of priority curriculum areas There are DLOs in anumber of curriculum areas including numeracy, literacy (for students at risk) and science.How can you access this content?This content is hosted in Digistore. All New Zealand schools and advisers (employed underthe School Support Services contract) are encouraged to register online to gain access to thiscontent. Once registration is approved, school principals and advisers will be sent login detailsto enable them to access Digistore.www.tki.org.nz/r/digistore/register83

ResourcesSoftware and web-based learningThere are many software programmes suitable for supporting English language learners acrossthe curriculum. Teacher aides should consult with teachers to ensure that students are using theprogrammes that best suit their needs. You should always check a website first to make sure it isuseful and suitable.Ministry of Education websites for studentsTeacher aides/bilingual tutors have a very important role in helping students to access appropriateinformation to help them learn outside the classroom. They should make sure all students theywork with know about websites that can help them achieve.The Ministry of Education has two websites for students to use by themselves.WickEd is the primary and intermediate website with lots of information and activities aboutlearning in the curriculum. It is not designed especially for English language learners, but can beused to help all learners.http://www.tki.org.nz/r/wick_ed/Study-it is a secondary school website to help senior students prepare for NCEA qualifications.Students can access a tutor through the site and get information and practice that will help themachieve their qualifications.http://www.studyit.org.nz/Other websites – support in first languagesStudy Guides and Strategies http://www.studygs.net/This excellent website has Study Guides and Strategies (for senior secondary and tertiarystudents) in a number of languages, including European, Asian and Middle Eastern languages.Print resourcesThe Teaching Resource for Using the Picture Dictionary has many suggestions on howstudents can use this dictionary for independent learning. These tasks are labelled with an “I”(independent).Next stepsWork with other colleagues on the staff to gradually develop a set of self-access materials,according to your plan.Module 10 is about giving subject specific-support to students.Preparation: Make one list of the subjects you feel most confident about and another list ofthings you could use to learn more about, from Te Kete Ipurangi.84

Module 9 Learning Support Options resource 9AIt is important for the coordinating teacher to read through Resource 9A with the teacheraides/bilingual tutors as it is linked to developing a self-access learning programme.Peer tutoring – students helping each other learnPrimaryPeer tutoring is often used in primary schools. ESOL online has a case study of how peer tutoringprogrammes can be used in an ESOL programme.http://www.tki.org.nz/r/esol/esolonline/primary_esol/case_studies/ESOL_peer_support/home_e.php#link03SecondaryMany schools have set up one-to-one support for students through a peer tutoring programme.The teacher who coordinates the programme calls for volunteer tutors from senior students and,after a training programme, these are matched with students who ask for subject help.Students who are good communicators and have cross-cultural understanding are chosen tobe tutors of students from a refugee background. They arrange to meet once or twice a week inlunchtimes, study periods or after school. An extra benefit from the tutoring programme is thedevelopment of friendship and understanding that often occurs between them.A variation on peer tutoring can happen when senior students help with reading programmes forstudents who are English language learners at Foundation and Stage 1.This could form part of a Health and Recreation module for Year 12 students. They receivetraining and then are matched with a student to hear them read a selected book and checkunderstanding.Supporting self-access learning(from the Refugee Handbook for Schools, ESOL Information for Schools folder)Self-access learning can make a very important contribution to students’ learning. Not alllearning can happen inside the classroom, and older students in particular who have very low firstlanguage literacy and numeracy need extra time to reach peer level.Setting up opportunities for self-access learning in various ways can be a valuable school project,which all staff can share in. It can be managed and organised both in class and outside theclassroom.Self-access learning offers school-wide opportunities. It can be effective if it combines theresources and expertise of ESOL, special needs and curriculum teachers to select and developresources and implement the programme.Successful self-access learning relies on:• accurate diagnosis of a student’s needs in the particular subject/skill area• provision of a range of materials at the learning levels of the students• easy access to the materials• careful organisation of the materials (classification by type/level/topic).(Learners need to understand the classification system as well.)NB Self-access learning materials can also be used for extension as well as support.85

A modern self-access system should include access to CD Rom-capable computers,instructional videos (such as models of speeches/debates/seminars) and listening posts forlistening to tapes.You will never “cover everything” by providing self-access learning materials. However, you canprovide models of typical tasks and materials to support learners with additional learning needsand build their confidence and understanding of the curriculum. You can also extend learners withspecial strengths.Although a usual definition of self-access learning is that students should be able to do thetask and self-correct it, providing only “yes/no” tasks and worksheets would lead to very boringlearning. There are lots of different types of tasks that suit a modified form of self-access learning,meaning that students can work by themselves but get some feedback and suggestions for nextsteps or corrections from a teacher. Reading guides, three level thinking guides, and informationtransfer tasks are some of these.Information Transfer can be done at a simple or more sophisticated level. Information in oneform, such as on a graph, calendar, or chart, is translated into another form, such as a writtenparagraph or an oral story. By reversing the process, students can gather information from asimple oral interview: What’s your name/birthday/favourite _______? Transfer this to a picture orinto words on a chart.Content hintsYou can include materials focusing on:• curriculum content areas• general knowledge about New Zealand culture and customs, history and geography• particular language points• reference skills (e.g. using a dictionary, atlas, finding your way round the school/library,note-taking, understanding how a text book is organised, creating a bibliography)• presentation skills e.g. giving a speech, organising a research project, the language ofexamination instructions, making a poster• learning to read• developing reading skills.Use the English Language Intensive Programme (ELIP) for materials for developing self-accesslearning resources.Where can self-access materials be used?In-class self-access learning can be provided as a box of materials, classified and codedaccording to a school-wide system. It may also be linked to web-based materials and sites,which should always be checked before students are directed to them. These subject-relatedmaterials should be put in mainstream subject classrooms for students who are at very low levelsof English.One alternative is a self-access section in a library. Another is a special room. Usually thematerials should not leave the room, but in-class materials may be able to be taken home, as longas there is another master copy. Guided use of self-access materials should be linked to the goalsof the IPP’s (Individual Programme Plans) in each subject (see Refugee Handbook for Schools,Section 3 page 7). Remember to avoid “one-off” disconnected “activities”.86

You need to keep scaffolding the learning. You could:• put up charts with several suggested pathways for learners to follow (linking tasks eitherhorizontally to connected tasks at the same level, or vertically, to similar tasks at increasedlevels of difficulty)• provide each learner with a folder for self-access work, in which they keep a learning log, ora learning profile, which shows the links to the IPP for the term.ConclusionSelf-access learning can be provided in a number of manageable ways on a large or small scale.Students can develop learning independence by being asked to bring in their own materials forreading task development, by using vocabulary acquisition strategies in a range of classes andby showing their vocab logs, trees, etc. to the teacher aide/teacher, and learning to develop theirown graphic outlines with the support of structures like the 4x3 grid.Work with the other staff in the school and under the guidance of the coordinating teacher tocollect and develop materials as a departmental team or syndicate, using principles shared acrossthe school.Allocate the materials to a year level (e.g. Year 4, Year 10), or a learning level (e.g. Foundation,Stage 2) to avoid repetition.Make sure you always keep a master file of all materials, which is not the copyprovided for students’ use!Suggestions for developing self-access materials across the modesListening• dictated writing (from a tape) – on curriculum topics – either in full or as summaries• minimal pairs – on tape – to write down and check against an answer key (e.g. hair/ here).This website has sound files for practicehttp://www.speak-read-write.com/minimalpairs.html• stressed words (writing down) from a spoken text (as indicators of main ideas)• listening cloze texts• information transfer tasks• graphic outlines – completed from a spoken text• picture or text sequencing (from a spoken text) – e.g. a life cycle• summary of a news broadcast• reading support from listening to Choices and Selections tapes/CD Roms and Journaltapes – selected for curriculum topic support• video segment (1 or 2 minutes) with sound off and write down predictions as “what, where,who” sentences and what they are saying. Listen again and check predictions.Speaking• pair tasks – using Spot the Difference pictures e.g. different animals/plants in same species,different people from a literary text (This could also be a writing task, e.g. using a VennDiagram.)• reading poems onto a tape87

• pronunciation/vocabulary practice – word lists from topic areas and general usage words(peer tested)• games for language learning, including commercial board and card games and from theinternethttp://www.mnsu.edu/comdis/kuster2/sptherapy.html• computer based speaking, using the microphone record option with programmes such asKidPix Deluxe• minimal pairs (see Listening)Reading• reading cards with scaffolded tasks using content from across the curriculum• intensive and extensive reading logs• reading for content and language awareness – make language focus explicit – e.g. readingto understand pronouns/verb groups/different types of nouns/adjective order (Use ELIP)Writing and general skills• copying (content area texts) at early phases of learning• punctuation tasks, with explanations of why marks are used, using content area texts,so that you maximise learning. Students could process the material as a one sentencesummary, or pose a question about it for the next user to answer.• spelling programmes (also using the computer, which keeps a record of individual progress)• writing cards with guided tasks using models and frames• free writing tasks (and self-editing sheets)Module 9 KWLH – Learning to learn resource 9BWhat I Know(about learning to learn)What I Want to know(about learning to learn)What I’ve Learnt(about learning to learn)How I learnt it(about learning to learn)88

Module 9 Disappearing Text resource 9 CIt’s possible to do this by yourself, but it’s much more fun to work in a group, with someone actingas the teacher. If you’re working by yourself, use strips of paper to cover up sections of the textand say the whole definition, then write it out at the end when all the text is covered up, thencheck what you wrote against the original for accurate spelling, punctuation and to make sure allthe information is complete.Steps1. Write the text on a whiteboard.2. Rub out some small chunks of the text. In the example below the chunks to rub out(remove) are numbered. Rub out all the groups of words with the same number at once.3. Each time you have rubbed out text, the student/group reads the whole text aloud,replacing the missing words as they speak.4. When all the text has been rubbed out, the whole class/group repeats it again frommemory, then each student writes it down.5. Each student checks what they have written with the original text, to make sure it isaccurate.6. The next day that the group/class meets, each student should repeat the text to a partnerto make sure they have remembered it.Foundation textA triangle is a shape with three sides.(Rub out one word at a time, but not in the order they are written).Stage 1 TextThe worldThere are seven continents in the world- Europe, Asia, North America, South America, Africa,Australia and Antarctica. There are also four large oceans - Pacific, Atlantic, Indian and Arctic.Rub out all groups of words with the same number at the same time. Keep chunks thatmake sense together.1. seven continents North America Pacific2. There are Indian and Arctic Africa3. four large oceans in the world Australia and Antarctica4. Europe, Asia There are also Atlantic5. South AmericaStage 2 TextWhat is a cell?Cells are groups of molecules that comprise units which make up living organisms. They carryout all the functions of life. Cells are made up of different parts. They contain a nucleus, a nuclearmembrane, protoplasm and cytoplasm.1. groups of molecules They carry out a nucleus2. Cells which make up and cytoplasm3. Cells are living organisms are made up4. that comprise units all the functions of life a nuclear membrane5. of different parts They contain protoplasm89

IntroductionModule 10Supporting learning in the curriculum areas(including in-class support, withdrawal groups and in homeworkor study support centres)It’s important to ensure that all English language learners, and especially older learners who arrivewith little or no previous education, have school-wide support to gradually acquire the foundationknowledge and skills for learning in each of the curriculum areas – English, maths and statistics,science, social sciences, languages, the arts and technology. This is the responsibility of everyteacher in the school, so teacher aides/bilingual tutors need to make sure that the work they aredoing with students is linked as closely as possible to what students are doing in mainstreamclasses.Students in both primary and secondary school often ask for support in specific subjects orcurriculum areas. Many bilingual teacher aides have previous experience as subject teachersin other countries and can use their first language to help learners with learning in science,mathematics or other subjects. Teacher aides who do not speak the language of the students theyare working with can also work with teachers to help students with learning in subject areas.There are many different materials, both on the web and in print, which teacher aides/bilingualtutors can use when giving students subject-specific support.Using the internet (the world wide web)There are educational websites for a large range of curriculum areas. If you use the topic (e.g.solar system) as the search term and add “educational resources” to it – e.g. “solar systemeducational resources”, you are more likely to get materials at student level, rather than generalinformation. Some examples are:• the NASA space explorationcentre websiteeducation.gsfc.nasa.gov/• coral reefshttp://www.coralfilm.com/edu.html• earthquakeshttp://earthquake.usgs.gov/learning/kids//• dogshttp://doglinks.co.nz/educatn/education.htmExamples of general websites with links to many curriculum areasEnchantedLearning.comThis is a useful site with many downloadable materials relevant to different curriculum areas,including reading books. Schools need to pay a small subscription fee for this site.http://www.tki.org.nz/The Ministry of Education website is called Te Kete Ipurangi. It has many different sorts ofeducational materials for subject area learning. Teacher aides need to work with teachers tochoose practice materials for students from these sites.90

Module 10 TaskUsing Selected WebsitesChoose three websites relevant to the learners you work with, including one from TKI, and checkwhat materials they have which you could use with one learner or group you are working with.10Check the sites with a teacher first, to make sure they fit with the New Zealand curriculum,and with the school programme.Good practiceYou should:• create self-access materials relevant to different subject areas so early stagelearners in mainstream classes are learning about the topics, using resources theycan understand• make sure the topics covered in the ESOL programme are linked to classroomtopics so ESOL class or group learning transfers directly to curriculum learning• provide links to websites and list of resources that students can read ahead ofstarting a topic, to familiarise them with main ideas and vocabulary (frontloading).Next steps1. Choose one or two curriculum areas that the students you work with find difficult.Arrange for the teachers of this area to meet with you and the coordinatingteacher. Explain your role as a teacher aide/bilingual tutor and get a list of the nextterm’s topics, so that you can prepare some support materials, using what youhave learned from using this handbook. You could take along one of the tasks youhave done for the teacher to try, or show them a resource you have prepared forsome learners.2. Update your Action Plan and update your responses to the charts.3. Read through the Review Charts which follow the last module, and read back overanything you have found difficult to remember.ResourcesESOL online, see Module and Resource list.ConclusionThis handbook has provided an introduction to working in a language support rolewith English language learners. The approaches and strategies in each module areonly a few examples of ways to support English language learners. There are manyother possibilities to explore further. However if you and the coordinating teacher havecompleted all the modules successfully, then there will be increased good practice in theschool.You will have ensured that there is now:• a clear shared understanding of your role, which will meet the needs of yourlearners• support from teaching colleagues and management• ongoing professional development as part of the school’s professional learningcommunity• a toolkit of approaches and strategies that help English language learners tomake progress and achieve.91

Supporting Oral Language Review Chart Module 5Approach or StrategyPurposeUse in first languagegroups (L1)Use in multi-languagegroups* In this context, themedium of instruction will beEnglish, but students shouldbe encouraged to use L1 asmuch as possible.Primary School SecondarySchoolName games (such asalphabet letter and adjectivematch) e.g. I’m Helen and I’mhappy.– Introducing and getting toknow each otherTake time to get to knowstudents.Use L1 to talk aboutbackgrounds and sharedunderstandings.Take time to get to knowstudents.Use English to talk aboutbackgrounds and sharedunderstandings.Create Ethnic Boxes forall students to talk about.(Module 5)Teach a pattern:My name is; I come from; Ihave been here…. months,(see ELIP Oral Language andELLP).Teach a pattern: My nameis; I come from; my favouritesubjects are …, I wouldlike to….(see ELIP OralLanguage and ELLP).Front loading– to activate prior knowledge– to give input (keyvocabulary and main ideas)ahead of the topic in firstlanguage and/or English toincrease understandingShare in L1 prior to theteacher’s lesson the keypoints to be learnt in English.Share key words and ideasbefore class lesson, andcompare to words and ideasin own language/s andunderstandings prior to theteacher’s lesson.Be sure that you discussthe topic with the teacherbefore it starts, so thatyour sessions prepare thestudents for the next unit.Include key vocabulary andideas.Go over the topic withthe teacher beforehand,focussing on the keywords and concepts to beintroduced. Then prepareand deliver a series oflessons to increase thestudents’ confidence withthe new material.Picture sequencing (withno written text)– to assist development oforal languageUse L1 to negotiatesequence of visual text.Use English to negotiatesequence of visual text.Compare key words invarious languages.Spend lots of time askingstudents about what thepictures, diagrams, etc.might be telling us.Increase visual textcomprehension bydiscussing graphs, diagrams,charts with students.Strip text sequencing– to sequence a set ofvisuals then match withwritten textUse L1 to negotiatesequence of visual text, thenmatch to English written text.Use English to negotiatesequence of visual text, thenmatch to English written text.Choose a text whichmatches the age of thestudents.Choose a text whichmatches the age of thestudents.92

Speaking frames– to provide a structure asa bridge to using the newlanguageSpeaking grid– to encourage students toshow comprehension ofa text through repeatinginformation from aviewpointListening grid– to show comprehension ofa text and recognition ofspoken words– identification of main ideas(from repeated key words)3-2-1 Speaking– to encourage students todevelop oral fluency– sequence information andprocess key ideasSupporting classroomlanguage learning throughmodelling: songs, speakingframes – to show patternsof EnglishUse L1 and English to teachsongs and poems usingstandard sentence structureto develop understanding ofspoken language rhythmsand pronunciation.Use L1 to develop speakingframes on a classroom topic.Use L1 for instruction andquestions before the task.Use L1 for instruction andquestions before the task.Use L1 for instruction andquestions before the task.Use L1 and English toteach songs using standardsentence structure.Use L1 to develop speakingframes on a classroom topic.Use English to teach songsusing standard sentencestructure.Use English to developspeaking frames.Use English for the task, andallow lower level students toanswer the easier questionsfrom the box.Make sure students haveheard each word at leastonce (read through the list)before they do the task.Make sure the instructionsare clearly given in English,and students check they areusing only English for thistask.Use English to teach songsusing standard sentencestructure.Use English to developspeaking frames.Provide lots of practice withsongs, poems and differenttypes of responses, e.g.questions/ answers.Provide practice answeringtopic questions orally, andin various genres, e.g.explanation, argument.Any text can be used as thebasis of a speaking grid.Any text can be used as thebasis of a speaking grid.Link to any curriculum topic. Link to any curriculum topic.Allow time for students topractise this – you could thereduce the time for youngerstudents (e.g. 2, 1,30 secs).Can be done to processideas in any curriculum area.Provide lots of practice withsongs and different types ofresponses, e.g. questions/answers.Provide practice answeringtopic questions orally, and invarious subject areas.93

Supporting Questioning Review Chart Module 6Approach or strategyPurposeUse in first languagegroupsUse in multi-languagegroups* In this context, themedium of instruction will beEnglish, but students shouldbe encouraged to use L1 asmuch as possible.Primary School SecondarySchoolWait time– to give students time tothink and to encouragestudents to speakPractise using wait timewith students when waitingon responses to inferredquestions based on a visualaid, in L1.Practise using wait time forinferred questions based ona visual aid with cultural linksto the students, in English.Practise using wait time whenwaiting for responses to inferredquestions e.g. based on apicture about pollution.Practise using wait timewhen waiting for responsesto inferred questions e.g.based on a picture ordiagram about the carbontax.Defining questions– to help students understandthat there are differenttypes of questionsShare the learning intentionsin your L1. Sort examples ofdifferent types of questionsin L1 into categories.Make links between whatstudents will learn and whatthey already know.Share the learning intentionsin English.Sort examples of differenttypes of questions in Englishinto categories.Students can ask someone aquestion.Explore the types of questionsthat can be asked in Englishand in L1.Explore the types ofquestions that can be askedin English and in otherlanguages.Sorting and practisingclosed questions– to show students differenttypes of questionsPractise closed questionsin L1 with culturally relevantexamples using the ‘Haveyou ever?’ game.Provide a set of cardswith L1 open and closedquestions on the sametopic and students sort thequestions, then add one oftheir own.Practise closed questionsin English with culturallyrelevant examples using the‘Have you ever?’ game.Provide a set of cards withopen and closed questionson the same topic andstudents sort the questionsthen add one of their own (inL1 with a partner if possible).Practise closed questions inEnglish and L1 using the ‘Haveyou ever?’ game based on amainstream topic, e.g. Have youever been to the Zoo?Practise closed questions inEnglish and L1 with culturallyrelevant examples usingthe ‘Have you ever?’ gamebased on a mainstreamtopic, e.g. Have you ever– been to the Rocky Shore?– mixed chemicals in a testtube?– eaten taro?– used chopsticks?94

Exploring different typesof open questions– learning how to sortinto different categoriese.g. three levels: (literalinferred applied);5 Ws and an Hquestions;reflective questionsCreating questions atthree levels– helps to developunderstandingQuestioning dice– asking and answeringliteral, inferred andapplied questionsSpeaking by numbers– helps students ask andanswer different types ofquestionsHot seating– provides opportunitiesfor different students tospeakCreate different types ofquestions about the sametext in L1 (written or visual,or audio visual) to categoriseexamples of questions atdifferent levels using L1.Choose an L1 text withstudents to create examplesof questions at three levels inL1 or English and get otherstudents to answer them.Use questioning dice withstudents to create questionsabout a text, at three levels,in L1.Provide practice time forstudents to create inferredquestions based on a visualaid, in L1.Encourage students tocreate and answer questionsat three levels, e.g. basedon a book/film characterportrayal, in L1.Create different types ofquestions about the sametext in English (written orvisual, or audio visual).Choose an English textto get students to createexamples of questions atthree levels in English andget other students to answerthem.Use questioning dice tocreate questions about a textat three levels, in English.Provide practice time forstudents to create inferredquestions based on a visualaid in English.Encourage students tocreate and answer questionsat three levels in English,e.g. based on a book/filmcharacter.Explore different types ofquestions about mainstreamtopics,e.g. Literal – When and wherewas Hongi Hika born?Inferred – Do you think HongiHika was brave?Applied – What might havehappened if Hongi Hika hadlived a bit longer? (basedon ELIP Primary Resource,Reading, Understanding andResponding, Stage 1, 12d.)Create literal, inferred, andapplied questions based on aschool topic, e.g. flight, andanswer them.Use questioning dice to createquestions at three levels abouta topic text, e.g. Olympics.Use a picture from a schooltopic, e.g. pollution, and askstudents to create inferredquestions.Students answer questions atall three levels as a characterfrom a story the class has read,e.g. Drive Through, SchoolJournal, 2.3.07 and included inFreaky Fridge and other stories,MOE, CD Rom, 2008 – younglearners could use a picture.Explore different types ofquestions using mainstreamtopics, e.g. Literal – Howmany ships were waitingand hiding from the Germanarmy? Inferred – Was D daythe most important battle ofWorld War 2?Applied – What wouldhave happened if the Alliedsoldiers had been drivenback off the beach bythe Germans? (based onELIP, years 7-13, Reading,Understanding andResponding, Stage 2, 13d)Create literal, inferred, andapplied questions basedon a mainstream topic andanswer them, e.g. MonsoonAsia.Use questioning dice tocreate questions at threelevels about a topic text, e.g.Civil Rights.Use a picture from amainstream topic, e.g. thecarbon tax, and ask studentsto create inferred questions.Students answer questionsat all three levels as acharacter from a story theclass has read, e.g. TeWaka, by Ian Trafford, SchoolJournal Library, 2006 andincluded in Plastic Fantastic?MOE, CD Rom, 2008.95

Supporting Reading Review Chart Module 7Approach or StrategyPurposeUse in first languagegroupsUse in multi-languagegroupsPrimary Schools Secondary SchoolsUse a PhonemicAwareness Programme(based on ELIP FoundationStage) ,– builds knowledge ofphonemic awareness,ensures students candecode textTeach the English alphabet,and sounds, blends, usingthe students’ first languageand English.Teach the English alphabet,and sounds and blends, inEnglish.Support students in theirclassroom phonemicawareness and readingprogrammes by placing thestudent on the ELLP readingmatrix so that teachersare aware of the text levelneeded.Check that students havestrong knowledge of theEnglish alphabet and candecode fluently (know thesound -letter relationships).Ensure students are placedon the ELLP reading matrixand discuss with the teacherthe level of text the student iscapable of reading.Plan a balanced readingprogramme – includereading with students,reading to students andreading by students– helps students to developdifferent reading strengths,and read different levelsand types of text indifferent waysEncourage all students tocontinue to read in their ownlanguage, if they have hadschooling in this language.Encourage all students tocontinue to read in their ownlanguage, if they have hadschooling in this language.Encourage the school touse the Home-SchoolPartnership programme, tosupport use of first languageat home for talking andreading.Use the MoE resourcesprovided for years 7-13 classes, (ELIP andSelections), as the Teachers’Notes and teacherinstructions have beencarefully written to support“learning to read” and“reading to learn”.Use other texts as well,BUT make sure you choosematerials that match the ageand stage of the learner!Integrate oral and writtentasks with the readingprogramme– helps students understandthe sound and spellingof words, as well as themeaningUse first language to explainthe reading task, and to findout prior knowledge that thestudent has about the topic.Make the purpose for using aparticular text clear.Use English to explain thereading task, and to find outprior knowledge that thestudent has about the topic.Make the purpose for using aparticular text clear.Use the suggestions in theELIP Primary Resource,in SELLIPS, in EffectiveLiteracy Practice handbooks,on ESOL online and otherMinistry documents, to planintegrated tasks.Use the suggestionsin the ELIP Years 7-13Resource, in the Ministry’sEffective Literacy Strategieshandbooks, on ESOLonline and in other MoEdocuments, to planintegrated tasks.96

Use tapes and CDmaterials and computerprogrammes– helps students understandhow English is spokenand develop fluency whenreading silently and aloudSet interactive readingtasks, as well as individualreading tasks, usinga variety of readingstrategies before, duringand after reading a text– helps students engage withthe text and helps teachersee how well they arecomprehending the textCheck the readingdemands in themainstream classes foryour learnersYou could translate some ofthe early readers into firstlanguage and read them ontotapes, so students can listento them as they read theEnglish text.Use a variety of printresources at different levelsand use the e books (e.g.Freaky Fridge and PlasticFantastic?) to supportreading.Schools should make full useof MoE print and electronicresources.Schools can accessrecommendations for a list ofdiscounted software throughTKI from the MoE’s ESOLwebsite.Schools should make full useof MoE print and electronicresources.Schools can accessrecommendations for a list ofdiscounted software throughTKI from the MoE’s ESOLwebsite.Support students to use firstlanguage to talk about whatthey are reading in English,before, during and after theyread a text.Support students to usefirst language to make notesabout what they are readingin English, before, during andafter they read a text.Use the suggestions in theELIP Primary Resource,in Effective LiteracyPractice handbooks, inall the Teachers’ Notes(for journals), on ESOLonline and in other MoEdocuments, to set variedreading tasks.Use the suggestions in theELIP Years 7-13 Resource,in Effective LiteracyStrategies handbooks, inall the Teachers’ Notes (forApplications, Selectionsand Choices ), on ESOLonline and in other MoEdocuments, to set variedreading tasks.* The Danger unit is designedto support NCEA readingachievement.Work with ESOL teachers and the mainstream teachers to see what the students need to read in the mainstream and helpprepare them for this.97

Supporting Writing Review Chart Module 8Approach or strategyPurposeUse in first languagegroupsUse in multi-languagegroups* In this context, themedium of instruction will beEnglish, but students shouldbe encouraged to use L1 asmuch as possible.Primary Schools Secondary SchoolsShare explicit learningintentions and successcriteria for the writing task– helps students understandwhat they are expected todo to complete the tasksuccessfullyShare the learning intentionsin L1.Share the learning intentionsin English.Show and talk aboutexamples of success criteria.Ensure that studentsunderstand the learningintentions and successcriteria of written tasks. Thismay have to be discussedwith the teacher beforehandto ensure that these detailsare clearly provided.Ensure that studentsunderstand the learningintentions and successcriteria of written tasks. Thismay have to be discussedwith the teacher beforehandto ensure that these detailsare clearly provided.Use models to ensureunderstanding of differenttypes of writingUse L1 examples of texttypes with students tocategorise under correcttitles, for students who canread and write in L1.Use English examples oftext types with students,to categorise under correctheadings.Use the English LanguageIntensive Programme PrimaryResource to model differenttypes of writing, e.g. Stage 1,Writing, Can write a simplerecount, 19c.Use the English LanguageIntensive Programme, Years7-13 to model different typesof writing, e.g. Stage 2,Writing, can write a simpleguided persuasive text, 22d.Graphic organisers– to link speaking andwriting, e.g. fishbonediagram for argumentUse L1 graphic organisersto scaffold construction ofwritten text in English.Use English graphicorganisers to supportconstruction of written text inEnglish.Use a graphic organiser,e.g. Mind Map, to assiststudents in presenting ideasfor a written task based onthe current topic, e.g. SolarSystem.Use a graphic organiser, toassist students in presentingideas for a written taskbased on the current topic,e.g. It is vital to maintain yourfirst language.Writing frames– to scaffold writing (seeModule 5 – SpeakingFrames)Provide writing frames forappropriate text types in L1in preparation for studentwriting in L1. Focus onnote-taking in L1 leading toEnglish.Provide writing frames forappropriate text types inEnglish in preparation forwriting in English.Provide writing frames forappropriate text types inEnglish in preparation forstudent writing based on aclass topic (Use ELIP). e.g.Write a recount of a classtrip to the fire station.Provide writing framesfor appropriate texttypes in preparation forstudent writing based on amainstream topic (Use ELIP):e.g. Discuss 3 characteristicsof the child in Butterflies byPatricia Grace.98

Picture sequences andvisual text– way of expanding languagethrough talking and writing4x3 grid– one way of supportingstudents to make notesbefore writing or afterreading(Module 8)Editing checklists– help students to monitortheir learning.– editing checklists shouldbe specific to each task.Use culturally relevant andother topic visuals to practisesequencing of a process inL1.Use sequenced visualsfor oral retelling prior towriting in L1. Collaborativelydevelop written captions fora visual sequence based ona procedural text in L1 (e.g.making paper).Use a 4x3 grid in L1 torecord key ideas in the text.Use first language to discusswhat each editing pointinvolves and model theediting process.Use other topic visuals topractise sequencing of aprocess in English.Use a 4x3 grid in English torecord key ideas.Discuss the points in thechecklist and model theediting process.Use a sequence basedon a class topic – Foodtopractise sequencinge.g. ELIP, Reading,Understanding andResponding,Stage 1, 15 c, How To Bakean Apple, Oral Interaction,Stage 1,10 a, Temperature.Use a 4x3 grid to scaffoldwriting through speaking,based on a topic text, e.g.ELIP Primary Resource,Oral Interaction, Stage 1 8dTuatara.Train students to self-editand peer edit and use thecriteria for the task.Use a sequence based ona school topic to practisesequencing of a topic, e.g.ELIP, Writing, Stage 2, 21 c,How to Recycle AluminiumCans.Use a 4x3 grid to scaffoldwriting through speaking,based on a mainstreamtopic text, e.g. ELIP 7-13,Stage 1, Reading 10 d, TheAtmosphere.Ensure that studentsunderstand that an accuratepiece of writing needs to beedited more than once.99

Supporting Learning to Learn Review Chart Module 9Approach or strategyPurposeUse in first languagegroupsUse in multi-languagegroups* In this context, themedium of instruction will beEnglish, but students shouldbe encouraged to use L1 asmuch as possible.Primary Schools Secondary SchoolsReview previous lesson inEnglish or L1– helps students recall mainideasAllow opportunity in L1 toshare learning from previouslesson.Tell a partner a main idea and3 important words about thistopic from the last lesson.Allow opportunity in L1pairs or in English to sharelearning from previouslesson.Tell a partner a main idea and3 important words about thistopic from the last lesson.Discuss the last lesson withstudents. What did theyremember from it?Are they clear about whatthey are learning next andhow it links to what theyhave learnt before?What do they still have to doto fully understand the topic?Discuss the last lesson withstudents. What did theyremember from it?Are they clear about whatthey are learning next andhow it links to what theyhave learnt before?What do they still have to doto fully understand the topic?Share explicit learningintentions and successcriteria– helps students understandwhat they need to doto complete a tasksuccessfullyExplain L1 learning intentionand success criteria (SC).Explain learning intentionsand success criteria inEnglish e.g. “We are learningto use bilingual word cards”.Share success criteria e.g.“We will know we can usebilingual word cards whenwe successfully learn newwords.”Discuss with students thelearning intentions andsuccess criteria of a recentclass task.Discuss with students thelearning intentions andsuccess criteria of a recentmainstream task.KWLH chart– prompts students toidentify what they know,what they need to knowand how to learn it, or howthey learntUse L1 in a variety of graphicorganisers, including KWLH,to find out about and buildon student knowledge aboutindependent learning andabout curriculum topics.Use English in a variety ofgraphic organisers includingKWLH, to find out about andbuild on student knowledgeabout independent learningand about curriculum topics.Use suggestions from theRefugee Handbook, pp16-17, to track learning progressin a class topic, e.g. What doI already know? What do Ineed to learn?Use suggestions from theRefugee Handbook to tracklearning progress in a classtopic, e.g. What do I alreadyknow? What do I need tolearn?100

4x3 grid– gives a structure whichcan be adapted to learnersat different year levelsand levels of Englishproficiency in any subjectareaBefore and AfterVocabulary Grids,and Vocabulary Ladder– enables teachers/teacheraides to see which wordsstudents know– encourages studentsto take responsibilityfor vocabulary learning(Module 4)Disappreaint Text– helps students toremember and retainimportant informationUse learning prompts– promotes independentlearningComplete a 4x3 grid in L1. Use a 4x3 grid in English. Use a 4x3 grid to scaffoldstudents’ understanding of atopic text, e.g. ELIP PrimaryResource, My Bike Stage 1,Oral Interaction, 7cUse learning to learnprompts in L1 to build L1vocabulary.(See ELLP)Use learning to learnprompts in English to buildEnglish vocabulary.(See ELLP)Use Before and AfterVocabulary Grids, to developvocabulary, based on classtopics (Module 4).Use a Disappearing Textin L1 to learn importantinformation.Use a Disappearing Textin L1 to learn importantinformation.Use key word definitionsfrom the class topic as aDisappearing Text to developstudent memory, e.g. ELIPPrimary Resource, Stage2 Kangaroos (Definition),Reading, 11c.Students can develop theirown prompts in L1.Use ELLP sectionDeveloping IndependentLearners.Use the ELLP Booklets Yeaes1-4 or 5-8 to teach studentshow to use learning promptswhich suit their age gruopand level of English.Use a 4x3 grid to scaffoldstudents’ understanding ofa mainstream text, e.g. ELIP7-13, Antarctica Stage 2,Reading 11d.Use Before and AfterVocabulary Grids, to developvocabulary, based on classtopics.Use key word defnitionsfrom the class topic asa Disappearing Text todevelope student memory,e.g. ELIP 7-13, Stage 3, 13d.Use the ELLP Boooklet Years9-13 to teach students howto use learning promptswhich suit their age groupand level of English.101

Learning in Curriculum Areas Review Chart Module 10General Support and purpose Curriculum area Primary/Intermediate SecondaryTalk to the teachers you work withto find out exactly which topicsare being covered, so that you candiscuss this in first language (orEnglish).Provide a list of topics to students atstart of term to share with families.Provide a list of topics to students atstart of term to share with families.Go to department/faculty meetingswith the ESOL teacher to tell themwhat level your students are at.Talk to teachers to find out whatsorts of assessments students needto do so you can explain these tostudents – e.g. multi-choice tests,short answer tests, paragraph oressay length answers, internal(ongoing) assessment, open booktests, practical tests, externalassessments (outside examinations).Primary school assessments aremuch less complex than secondaryschool assessments.Get class teachers to show youmodels of what sorts of things theywant students to write in tests anddiscuss them with the students.Make sure students understandinstructions for assessments.Ask for old exam or test papers youcan show the students and workthrough these with them.Pre-teach key vocabulary in Englishand link to any relevant wordsknown in first language.Preview the topic words so you canexplain to students the differencebetween any general and technicalvocabulary (ELLP page 40).Make sure students have plenty ofchances to learn words in differentways and at different levels. (ELLPpp 39-40)Make sure students know the highfrequency words (e.g. first 1000words ELLP p 45).Make sure students have plenty ofchances to learn words in differentways and at different levels. (ELLPpp 39 and 40)Make sure students know the highfrequency words (e.g. first 1000ELLP p 45).Help students to learn wordsrelevant to their subjects from theacademic word list – use bilingualsubject dictionary (e.g. Physics) (seeELLP pp 41 and 46).Use Front Loading to introducesome ideas and concepts in L1before the lesson or topic, sothat students can connect thenew knowledge to any previousknowledge, or have some idea whatthey are going to learn about.Work with the classroom teacherand/or the ESOL teacher to preparematerials for the next topic forstudents to use before they start anew mainstream topic.Work with the subject teachersand/or the ESOL teacher to preparematerials for the next topic forstudents to use before they start anew mainstream topic.102

WritingFind out which genre or type ofwriting is needed so that you canensure students have seen modelsof what they need to produce.Help students to understand thatall writing has an audience anda purpose. Use first language (orEnglish) to discuss their purpose forwriting and what language choicesthey need to make to meet thispurpose.Different curriculum areas requiredifferent types of writing. Makeyourselves familiar with what sort ofwriting students need to do in theirdifferent curriculum areas.Work with the teacher/s tomake sure students have strongfoundation skills for writing.Provide short (e.g. 3 weeks) subjectintensives for students at differentlevels to fill knowledge gaps insubject areas. Check content withsubject teachers.Plan subject intensives for differentlevels., e.g. foundation studentsneeding maths input, or NCEAstudents needing help in Technology.Provide regular opportunities for students to used computer-based materials for all curriculum subject areas.103

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